Implementation of the program our home is the southern Urals. Implementation of the regional component "Our home is the southern Urals"
According to the Federal State Educational Standard, one of the principles of preschool education is to take into account the ethnocultural situation in the development of children. The allocation of this principle is due to the availability for development by a child - a preschooler of the features of regional culture. Today, local history is becoming a very important link in the development of a preschool child. Local history helps to see the beauty in nature, to find beauty in folk art, which will forever be associated with unforgettable images of the native land. The study of one's own region is exclusively, both in educational and cognitive terms. Acquaintance with the past, present and prospective future of their small homeland, the peculiarities of nature, economic, political, cultural and other conditions contributes to the formation of a civic worldview in children.
The implementation of the education system is impossible without knowledge of the history, traditions and culture of one's native land. Modern studies devoted to the problems of patriotic education of preschool children (O.A. Knyazeva, N.V. Vinogradova, M.D. Makhaneva) consider the national-regional component as a fundamental factor in the integration of social and pedagogical conditions. At the same time, the emphasis is on fostering love for one's home, native land, the national culture of one's people, and one's native nature. In this regard, a special role is given to local history work with preschoolers.
There are eight federal districts in Russia, each of which is a specific multinational and multicultural entity, one of them is the Ural Federal District. We live in the richest region in the Southern Urals.
The implementation of the program "Our Home - the South Urals" edited by E. S. Babunova, Gradusova L. V., E. G. Lopatina, and others reveals the content, logic, scope of work with preschool children aimed at ensuring education and development on the ideas of folk pedagogy.
The purpose of the Program is to promote the education and upbringing of children on the ideas of pedagogy of the peoples of the Southern Urals.
TasksPrograms:
- Contribute to the enrichment of primary ideas about the nature, culture, history of the peoples of the South Ural region;
- form an emotionally positive attitude towards representatives of the cultures of the Southern Urals
- to develop the ability to creatively and independently apply multicultural knowledge in various types of children's life.
- Long-term plan for the 2nd junior group under the program "Our Home - South Ural"
- Long-term plan for the middle group under the program "Our Home - South Ural"
- Long-term plan for the senior group under the program "Our Home - South Ural"
- Perspective plan for the preparatory group under the program "Our Home - South Ural"
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1 "Our Home South Ural" ed. E.S. Babunova, L.V. Gradusova. Magnitogorsk: MaGu, 2003 The program of education for the development of preschool children on the ideas of folk pedagogy "Our home is the South Urals" E.S. Babunova; The program reveals the content, logic, volume of work with children of preschool age, aimed at ensuring education and development based on the ideas of folk pedagogy. The information part of the program material reflects cognitive information about the history, life, life of the peoples of the Southern Urals, their relationships in everyday life, family, work, attitudes towards nature, the specifics of game and speech folklore, and the features of fine arts. The program has guidelines that reveal the use of tools, methods, techniques in the implementation of the ideas of folk pedagogy. The program is recommended for children of senior preschool age, however, the preparatory period for its implementation can be started at an earlier date. Objectives: to promote the upbringing and development of children on the ideas of folk pedagogy, to help children enter the world of folk culture, to make it their property. Tasks: to promote the expansion and deepening of children's competence about the culture, history of the peoples of the Southern Urals. to form an emotionally positive attitude towards the ethno-cultural heritage of the region. to develop the ability to creatively and independently reflect ethno-cultural traditions in various types of children's activities.
2 Criteria and indicators of upbringing and development of children of senior preschool age on the ideas and means of folk pedagogy carried out in the process of familiarization with the culture of the peoples of the South Ural region. The result of pedagogical work is considered the upbringing and development of children on the ideas of folk pedagogy. Introducing children to folk culture involves the development of an emotionally effective attitude in children, informational and intellectual competence, and ethnocultural socialization. The content of the program is based on the principle of end-to-end implementation of the ideas of folk pedagogy. The upbringing and development of children on the ideas of folk pedagogy is the result of the educational process. In this regard, this result can be considered as one of the manifestations of the education of a person, characteristic of 6-7 years old. According to the opinion of the doctor of pedagogical sciences, professor G. N. Serikov, education is “a certain property acquired by a person in the process of education, which expresses a certain measure of mastering (assimilating, mastering) by him some (specially organized) part of social experience (achievements of the world culture), as well as the ability to use it (learned experience) in one’s life” (Serikov G. N. Education: aspects of systemic education. Kurgan, p. 104). According to G. N. Serikov, the main components of education are: awareness “characterizes those aspects of a person’s education that can be manifested by him through the reproduction of a part of social experience mastered (assimilated and mastered) in the process of education”; consciousness is “a measure of the impact of the social experience mastered by a person on her ability to express her own attitude towards herself and the environment”; efficiency "a measure of the impact of the awareness and consciousness of the emerging personality not only on its attitude towards itself and the environment, but also on its involvement in the practical implementation of aspects of its life activity"; - skillfulness "a measure of the ability (of a person) to express their actual needs through reasonable (in particular, learned knowledge) actions." The indicated components can be considered in the form of criteria (generalized indicators), which make it possible to refine individual indicators. Indicators of assimilation of the content of the program are identified using the following methods: observation, conversations with children, studying the products of activities. Diagnostic materials involve identifying the development and upbringing of children on the ideas and means of folk pedagogy and make it possible to identify not only the level of education of children, but also the effectiveness of the created pedagogical conditions, to adjust pedagogical activity. The ideas of folk pedagogy in the program "Our home is the Southern Urals" are implemented through the means of folk pedagogy. In this regard, the indicators of assimilation of the content of the program are considered through the means of familiarizing children with folk culture. Indicators of upbringing and development of children based on the use of cultural and historical traditions ES Babunova Awareness 1. Familiar with the history of human settlement of the territory of the Southern Urals, the places of residence of primitive people. 2. Aware of the appearance of the first metallurgy, the extraction of iron, copper ore, the emergence of fortress cities in the Bronze Age. 3. Knows about the residence of different peoples in the Southern Urals. 4. Familiar with different types of labor of peoples in various regions of the Southern Urals. 5. Has information about the people's understanding of the world, nature, space.
3 6. Familiar with the figurative expressions of the peoples about their native nature. 7. Has ideas about the nomadic and settled peoples of the Southern Urals. 8. Aware of the artisans and workers of the iron and copper smelters and mines of the Southern Urals. 9. Knows about the service of the Cossacks, guarding the borders of the Motherland, having a specific way of life, traditions, code of honor. 10. Aware of a certain way of life "lada" of peoples, their traditions, customs. 11. Has an idea about the folk calendars that exist in the Southern Urals (agricultural, cattle breeding). 12. Familiar with the natural and geographical zones of the Southern Urals: forest, mountain, forest-steppe, steppe. 13. Familiar with the names of some natural objects (lakes, mountains, rivers, etc.), reflecting the history of the native land. 14. Has an idea about animals, birds, plants living in the region. 15. Knows some calendar rituals and traditions of the peoples of the Southern Urals. 16. Knows the folklore of the peoples of the Southern Urals, reflecting the comparison of a person, his character, relationships in the family, with people with nature. 17. Has an idea of the respectful attitude of the peoples of the Southern Urals to nature. 18. Familiar with the semantic meaning of the word "family", with its composition, the peculiarities of the relationship of family members, the presence of traditions in the family. 19. Knows about the traditions and rituals of the peoples of the Southern Urals associated with housing. 20. Familiar with the names of people's dwellings, planning, household items. 21. Aware of the various types of utensils in the people's dwelling, their purpose. 22. Knows about the folk peculiarities of the family regime (family and everyday customs). 23. Aware of the functions of family members in different nations. 24. Familiar with the moral foundations of family life among the peoples of the Southern Urals. Names the main traditions of relationships in the family. 25. Has an idea about the distribution of responsibilities for housekeeping in the family among different peoples. 26. Names some of the activities of home economics and crafts of the peoples of the Southern Urals. 27. Familiar with folk holiday traditions and rituals. 28. Knows the main holidays of the peoples of the Southern Urals. 29. Has ideas about family ties, genealogy, traditions and customs associated with maintaining family, good neighborly relations. 30. Familiar with folk games, amusements, amusements among different peoples of the Southern Urals. 31. Familiar with folk home methods of treating patients in the family, with folk types of hardening. Consciousness 1. Logically explains the name "primitive people". 2. Understands the need for the first people in the Southern Urals to live in caves, near water bodies. 3. Meaningfully establishes the relationship of the name "Stone Age" with the presence of stone tools for labor, hunting, and everyday life. 4. I am convinced of the decisive role of cattle breeding, agriculture, stone processing in the life of primitive people. 5. Meaningfully explains the meaning of fire, water in people's lives. 6. Understands the names "bronze", "copper era" of human life, connects them with the emergence of the first metallurgy in the South Urals. 7. Explains the plots of the first drawings of people. 8. Recognizes the diversity of peoples in the Southern Urals. 9. Explains the relationship of the names "nomadic", "sedentary" with the way of life and the main types of labor of the peoples of the Southern Urals. 10. Consistently explains the various types of labor of peoples in different regions of the Southern Urals. 11. Explains the popular idea of nature, the world as a single house, tower, tent, tree. 12. Explains the figurative expressions of the people about nature. 13. Consciously connects the concepts of "nomadic" and "sedentary" with the way of life of the people, their way of life, the main type of labor. 14. Correlates the concepts of "artisan", "factory man" with the ability to work at a factory, tinker, manufacture, mine.
4 15. I am convinced of the need for the Cossacks to serve the Motherland, to protect state borders. 16. Realizes the specific way of life, traditions, code of honor of the Cossacks of the Southern Urals. 17. Explains the interdependence of man with nature (living, inanimate), world order, harmony, order in the life of different peoples. 18. I am convinced of the need for peoples to live according to a certain calendar. 19. Explains the relationship of the folk calendar with the main types of labor of peoples. 20. Explains the semantic meaning of the expression "all year round." 21. Realizes the conditionality of the habitat of plants, animals, birds from the natural and geographical features of the South Ural region. 22. Comprehends the reasons for the respect and love of the peoples of the Southern Urals for the surrounding nature, the humanization of living and inanimate nature. 23. I am convinced of the close relationship of a person, his family, clan with nature. 24. Understands the need for calendar traditions of peoples in their lives, in connection with work, economy, life. 25. Realizes the figurativeness of traditions (external expression). 26. Comprehends the meaning of the word "nature" (what is given at birth, "at birth", "at birth"). 27. Understands the meaning of the words "clan", "relatives", "pedigree", "relatives". 28. Understands family relationships. 29. I am convinced of the decisive role of the mother in family relationships. 30. I am convinced of the need for health as the most important value of the peoples of the Southern Urals. 31. Explains the meaning of the word "family", the characteristic features of the family. 32. Realizes the need for traditions, customs in the family. 33. Aware of the conditionality of traditions and customs associated with housing, ideas, way of life, way of life, natural and geographical living conditions of the peoples of the Southern Urals. 34. Explains the purpose and name of household items, the meaning of the word "utensils". 35. Establishes modifications of the names and functional purposes of the attributes of folk life. 36. Explains the need for a careful attitude of the people to household items. 37. Realizes the need to decorate people's dwellings. 38. I am convinced of the need for a regime, way of life, order in the family. 39. Recognizes the mutual influence of instrumental (actions) and emotional (relationships) functions of family members in different nations. 40. Realizes the need for positive relationships between family members: parents and children, brothers, sisters, grandparents, 41. Understands the importance of the moral foundations of the family, social traditions old people, etc.). 42. Realizes the importance of the decision taken by society. 43. Explains the traditions and customs associated with the way of the family. 44. Logically explains the gender-role responsibilities of family members, boys and girls in participating in the household of different peoples. 45. I am convinced of the need for hospitality as a folk family custom. 46. Realizes the decisive role in the folk traditions of relationships with relatives and neighbors. 47. Explains the meaning of the words "nephew", "niece", "grandson", "granddaughter", etc. 48. I am convinced of the need for a joyful worldview, fun, optimism. 49. Realizes the need to improve a person's health with folk methods of treatment, hardening. 50. Understands folk customs related to improving the health of family members. Effectiveness 1. Shows selectivity in relation to material about the history, nature and culture of the Southern Urals. 2. Strives to understand the terms that characterize the features of life, life, history, culture (“Stone Age”, “primitive people”, “Bronze Age”, “utensils”, “sedentary people”, “nomadic people”, etc. ). 3. Shows independence in obtaining and clarifying knowledge about the subject of interest. 4. Feels the need to establish an analogy of people's ideas about the world, nature, housing, family, relationships between people with modern realities. 5. Expresses emotions of surprise when getting acquainted with the culture of the peoples of the Southern Urals. 6. Feels the need for a careful, caring attitude towards native nature.
5 7. Strives to understand the folk code of ethics, folk traditions, and peculiarities of folk life. 8. Asks questions about events, facts, phenomena of the history and culture of the peoples of the Southern Urals. 9. Strives to replenish his knowledge of folk culture through various sources of information (considering objects of folk life, folk dwellings, illustrations, reading a book, listening to folklore: verbal, musical, conversation, etc.). 10. Strives to establish a pattern in the names of the months of the national calendar. 11. Independently draws conclusions about the interdependence of the calendar of nature, work, lifestyle, folklore, traditions among the peoples of the South Urals. 12. Shows particular interest in folk omens as a forecast of future activities. 13. Strives to establish the relationship between the attributes of folk life (furniture, clothing, dishes, jewelry, etc.) and dwellings. 14. Actively strives for figurative comparisons of nature with the qualities of a person, signs of his life (“zimushka-sudarushka”, “mother earth”, etc.). 15. Apply the acquired knowledge about folk traditions (family, work, calendar, etc.), folk etiquette in behavioral activities (in games, communication, work, etc.). 16. Evaluates the content of folk traditions, family relationships, everyday features of the peoples of the South Urals. 17. Shows emotions of surprise, an evaluative component of mental activity when clarifying contradictions in knowledge. 18. Shows emotions of empathy (sympathy, empathy, joyfulness) when getting acquainted with folk culture (traditions, family relationships, holidays, life, etc.). 19. Actively participates in the discussion, conversation about the culture, history of the South Ural region. 20. Feels the need to rely on personal experience in referring to modern realities when getting acquainted with the history and culture of peoples. 21. In case of insufficient competence, I am ready to ask questions to adults (parents, teachers, older children) about the history and culture of the peoples of the Southern Urals. 22. Strives to understand folk traditions (family, work, holiday, social, etc.) through establishing an analogy with modern traditions. 23. Strives to establish the modifications and continuity of the traditions of the peoples of the Southern Urals. 24. Expresses expressiveness (animation, expressiveness of speech, facial expressions, pantomimes) when getting acquainted with folk etiquette, family relationships, relationships between children. 25. Feels the need to participate in work in kindergarten and in the household. 26. Ready to perform gender-role functions (tasks for boys, tasks for girls) in case of distribution of responsibilities. 27. Strives to master the skills of home economics and various folk crafts. 28. Feels the need to fulfill the traditions and rituals of hospitality, communication, inherent in the peoples of the Southern Urals. 29. Shows special interest in the folk holidays of the Southern Urals, actively participates in them. 30. Ready to use folk methods of treatment in case of illness and knows folk methods of hardening. 31. Reflects interest in folk culture in productive activities (drawing, decorative painting, modeling, room decoration, manual labor, etc.). 32. Distributes information material about folk culture among adults and children (a child is a carrier of information). 33. Shows initiative in using various means of folk culture (folk games, folklore, traditions, holidays, etc.). 34. Strives for independent conclusions (inferences) about the need to know the culture of the peoples of the Southern Urals. Skill 1. Mastered historical knowledge about human life in the Southern Urals. 2. Able to use folk ideas about the world, nature in familiarization with the surrounding reality. 3. Has the ability to use figurative expressions about nature.
6 4. Adequately establishes the semantic characteristics of terms with the content of concepts (“nomadic”, “sedentary”, “artisan”, “factory”, “stone age”, etc.). 5. Able to identify and apply in their activities the cultural and historical traditions of the peoples of the Southern Urals. 6. Applies knowledge of folk traditions, folk code of honor, rules, relationships in daily activities (in various forms). 7. Able to apply natural history knowledge in establishing natural-geographical zones, animals, plants, natural objects of the Southern Urals. 8. Knows how to subordinate the attitude to nature to people's requirements (careful, loving attitude, practicality in using nature, figurative humanization). 9. Apply knowledge about folk calendars and calendar traditions in modern reality. 10. Knows how to overcome difficulties in the development of any cognitive material and practical activities. 11. Able to be optimistic about phenomena, facts of social reality. 12. Complies with generally accepted norms of human relationships. 13. Complies with the norms of relationships with family members (parents, older generation, brothers and sisters). 14. Has mastered folk social traditions that reflect the norms of behavior (good neighborliness, hospitality, goodwill, obedience, respect, etc.) 15. Is able to participate in work in kindergarten and at home. 16. Knows how to perform gender-role duties. 17. Applies knowledge of home economics and crafts in everyday life. 18. Possesses the ability to participate in folk holidays (sing, dance, use folklore, games, rituals, etc.). 19. Uses knowledge of holiday traditions in preparing holidays and entertainment (cleaning, preparing treats, decorating homes and clothes, etc.). 20. Knows how to build relationships with relatives (understands the need for this, the norms of communication, etc.). 21. Owns terms denoting kinship (“aunt”, “uncle”, “cousins”, “nephew”, “relative”, etc.). 22. Knows how to independently play a variety of folk games, organize entertainment, fun, entertainment. 23. Establishes an adequate connection between the features of folk games and the specifics of life, way of life, language, calendar of peoples. 24. Able to offer familiar folk methods of treatment and hardening, use available natural material (plantain, garlic, honey, water, etc.). 25. Possesses an idea of the self-worth of a person and his life. 26. Knows how to apply knowledge about caring and caring for people (parents, children, adults). 27. Knows how to tell about his family tree. 28. Able to see similarities and differences in the culture of the peoples of the Southern Urals. 29. Able to attribute himself to any nationality. 30. Possesses tolerance (tolerance) to representatives of different nations, regardless of their personal and behavioral originality. 31. Shows a steady interest in the culture of the peoples of the Southern Urals. Note. These indicators summarize all areas of pedagogical work on the implementation of the program. LV Gradusova Indicators of upbringing and development of children based on the use of folklore Awareness 1. Familiar with folklore works of different genres. 2. Aware of the moral and aesthetic value of folklore works. 3. Knows about some genre features of folklore works (origin, purpose, form).
7 4. Aware of the presence of expressive means in folklore works of different genres (rhyme, epithets, metaphors). 5. Familiar with the folklore of different peoples of the Southern Urals (Bashkir, Tatar, Russian). Consciousness 1. Realizes the difference between folklore works and author's works. 2. Realizes the importance of folklore in human life (family life, raising children, work). 3. I am convinced of the need to use folklore works in various life situations (care for small children, raising children, entertainment games, holidays). 4. Understands the need for expressive performance of folklore works. 5. Realizes the possibility of his own participation in the composition of folklore works (inventing separate lines, including various names in the text). Effectiveness 1. Shows a steady interest in folklore works of various genres. 2. Shows a special interest in legends, true stories, traditions, reflecting the geographical, historical features of his native land (the origin of the names of rivers, lakes, cities, villages, historical figures). 3. Strives to understand the moral meaning of folklore works, the motives of the characters' actions (fairy tales, epics). 4. Feels the need to reflect the content of folklore works, folklore images in drawings, crafts. 5. Feels the need to compose works of various genres of folklore (chants, teasers, fables). 6. Ready for the performance of folklore works in role-playing games, dramatization games, if the plot requires it (lullabies, pestles, nursery rhymes), folk holidays and other types of children's life. Skill 1. Able to highlight the genre features of folklore works (origin, purpose, form, expressive means). 2. Capable of isolating a common idea in folklore works of different peoples (fairy tales, proverbs). 3. Able to independently apply knowledge about the distinctive features of folklore works of different genres when composing their own texts (chants, fables, teasers, lullabies). 4. Knows how to subordinate his behavior (actions, speech, emotions) to the requirements laid down in the works of different genres (boring fairy tales, jokes, counting rhymes). 5. Owns the means of expressive performance of folklore works in everyday life. E.G. Lopatina Indicators of the upbringing and development of children based on the use of folk arts and crafts Awareness 1. Has generalized ideas about the features of the dwellings of the peoples inhabiting the South Urals (Russians, Bashkirs, etc. ). Russian housing: the dependence of the spatial organization of housing on climatic conditions (huts with open and covered courtyards); the name and purpose of the main parts of the hut: walls, roof, windows, doors, porch; the presence of two mandatory zones in the internal structure of the hut (“stove zone” and “red corner”), their purpose. Bashkir dwelling: - specific characteristics of the main Bashkir dwelling (yurt, hut);
8 name and purpose of the main parts of the yurt (lattices, felt on the walls, doors, dome), huts (walls, roof, doors, windows, porch); features of the internal arrangement of the dwelling: the female and male halves, their purpose. 2. Has an idea about the main features of the external (exterior) and internal (interior) design of the people's dwelling of the Southern Urals. Russian hut: exterior: ridge, prichelina, towel, cornice, shutters, platbands; interior: painting walls, doors, ceiling, furniture, household utensils with two-tone oil paints. Bashkir hut: exterior: cornice, piers, platbands, shutters; interior: stove, bunks, curtain (sharshau), dividing the hut into male and female halves; wall decoration with towels, beautiful clothes, fabrics. Bashkir yurt: exterior: ornamented felt (walls, doors), hemispherical or conical dome; interior: hearth, curtain (sharshau), chests, wall decoration (towels, beautiful clothes, fabrics, weapons, armor), floors (felt felt, carpets, guest rugs on the men's quarters). 3. Knows the names of: individual elements of the external design of the dwelling (horse, prichelina, towel, shutters, etc.); Ural painting (flowers, leaves, buds, a bush in a vase, an owl, a lion, a cockerel, a chicken, etc.); Bashkir ornament (kuskar, rhombus, ladder, horns, etc.). 4. Knows about the semantics (essential meaning) of folk patterns, individual elements, images-types: “tree of life”, “mother earth”, solar (solar) signs (circle, wreath, solstice, etc.), about the unity of utilitarian and artistic functions of folk art. 5. Has generalized ideas about the purpose of folk art, that it is the result of human labor, about its main artistic features (cheerfulness, decorativeness, brightness), connection with nature. 6. Understands the artistic language of folk art, i.e. the expressive functions of color, form, composition. Consciousness 1. Convinced of the need to create beauty in the world around. 2. Aware of the specifics of certain types of works of folk art, folk painting. 3. Realizes the role of amulets in protecting a person, a home from evil forces. 4. Meaningfully explains the semantics (essential meaning) of individual elements of image-types (“tree of life”, “mother earth”, solar (solar) signs (circle, wreath, solstice, etc.). communication with works of folk art in artistic activity 2. Strives to design the objective environment of folk life (sketches, development of exterior and interior elements of a dwelling, its layout, etc.). P.). 3. Feels the need for respect for nature, man, the results of his work. 4. Feels the need to create expressive images based on repetition, variation, improvisation, to express their own emotional and value attitude to art, reality, life. 5. Strives to use in the process of his own decorative activity known elements, motifs of the Ural painting, Bashkir ornament, as well as individual painting techniques (“animation”, “underpainting”, “stretching”). Skill 1. Able to create expressive images based on repetition-variation-improvisation, to express their own emotional and value attitude to reality, art. 2. Possesses emotional-figurative, explanatory-expressive speech, knows how to conduct a dialogue about art, talk coherently and figuratively about what he has seen, express his attitude towards it. 3. Able to independently purposefully perceive artistic and aesthetic objects.
9 4. Knows how to perform: certain techniques of the Ural painting (“animation”, “underpainting”, “stretching”); individual elements (bud, flower, leaf, etc.); individual elements of the Bashkir ornament (kuskar, ladder, rhombus, zigzag lines, horn-shaped and heart-shaped motifs). 5. Knows how to perform certain types of composition (in a circle, symmetrical, in the corners). 6. He knows how to use the color scheme of the Ural painting in his own decorative activity: on a dark background, the edges of the motifs are light, on a light background, dark. Indicators of upbringing and development of children based on the use of folk games VI Turchenko Awareness 1. Knows different types of folk games (round dance, moving, verbal) of the peoples of the Southern Urals (Russian, Tatar, Bashkir, etc.). 2. Familiar with the rules of these games. 3. Aware of the history and significance of games in the lives of people who inhabited the South Urals earlier. 4. Understands humor, perceives the optimism inherent in games. 5. Knows folk rhymes for choosing a leader in outdoor games. 6. Has generalized ideas about various folk games of the nationalities of the Southern Urals. 7. Knows the folk games that the ancestors used at certain times of the year in connection with folk holidays. 8. Differentiates games depending on belonging to a particular nation. 9. Knows the rules of most games recommended by the program, as well as games that are not included in the program. 10. Knows about toys used by children in the distant past in the South Urals. Consciousness 1. Realizes that knowledge of folk games, the ability to play them makes the life of children more interesting. 2. Has the idea that children who know and can play many folk games become leaders in the children's society, good friends. 3. Shows an emotionally active attitude towards games. 4. I am convinced that the knowledge and ability to play as many folk games as possible makes it possible to better understand the older generation (dads, mothers, grandfathers, grandmothers). 5. Aware that the folk game develops many positive personality traits, helps to become more dexterous, savvy. Efficiency 1. Shows a stable and effective interest in folk games. 2. Feels the need to play folk games. 3. Ready to take the initiative, act as a leader in games. 4. Shows qualities, personality traits associated with folk games (dexterity, friendliness, respect for nature, ingenuity, etc.). 5. Shows an emotional attitude to the games of different peoples inhabiting the Southern Urals. 6. Strives for tolerance, respect for people of other cultures. Skill 1. Knows how to subordinate his behavior in folk games to the rules of games. 2. Can teach peers to play the game. 3. Knows how to talk about the rules of the game. 4. Possesses the skills of performing melodies in round dance games. 5. Willingly plays folk games at the suggestion of an adult. 6. Knows how to use folk games, folk toys in independent play activities. 7. Has the skills to make dolls from scarves. 8. Knows how to play folk games at the suggestion of adults and independently, acting as a leader, leading, leading, in connection with various types of children's activities.
10 9. Can independently, creatively participate in the competition for the best connoisseur of counting rhymes. 10. Knows how to offer a complication of the rules of folk games. 11. Uses language forms included in the games of different peoples (texts of verbal and round dance games in the language of a particular people). Folk games: Junior groups: games with Babinsky matryoshka, eggs, inserts; outdoor game "Little legs big legs"; fun games "This finger wants to sleep." Educational tasks: to teach to control your body, to promote speech development. Junior groups: fun games with Bogorodsk toys; word games "Pallets-palms". Educational tasks: evoke positive emotions, amuse, amuse the child. Younger groups: acquaintance with Filimonov's whistles. Educational tasks: to cultivate respect for peers, self-esteem, the formation of the position of "I". Folk games: Senior groups: Russian folk outdoor game "Santa Claus"; Russian folk dance game "Churilki"; Tatar folk outdoor game "Tangled Horses"; Bashkir folk outdoor game "White Bone"; Bashkir folk outdoor game "Thunderstorm"; Russian folk board game "Spikers". Educational tasks: to develop dexterity, patience, resourcefulness, speed of reaction, the ability to act according to the rules, an active interest in folk games. All peoples living in the Southern Urals taught children to understand beauty. This is reflected in folk mysteries, legends, art, labor traditions, in the arrangement of a dwelling (the place where a person and his family lived). Senior groups: Russian folk outdoor game "Santa Claus"; Russian folk outdoor game "King of the Hill"; Russian folk word game "Nonsense"; Tatar folk outdoor game "Lame Chicken". Educational tasks: develop a sense of humor, evoke positive emotions. Senior groups: - Dymkovo toys, Filimonov, Kargopol whistles (use to call for spring); - Russian folk outdoor game "Tsapki"; - Russian folk dance game "Rooks have arrived"; - Russian folk outdoor game "Golden Gate". Educational tasks: to cultivate a benevolent attitude towards others, a sense of empathy, to help children in their socialization. Senior preschool age: Russian folk outdoor games "Gardener", "Sheep", "Cab"; Russian folk dance games "Grandfather Mazai", "To the Mill"; Tatar folk outdoor game "We sell pots"; Russian folk games "Gorodki", "Lapta", "Chizhik" (sports), "Swamp", "Snails" (classes). Educational tasks: to teach children to overcome difficulties, obstacles, to replenish knowledge about the professions of the past, to cultivate a respectful attitude towards a working person. Senior preschool age:
11 Russian folk outdoor games "Kondals", "Standart"; Russian folk word games "The cuckoo was walking past the net", "Yes, no." Educational tasks: continue to help children learn the norms of behavior, clearly obey the rules of the game. Senior preschool age: Russian folk round dance games: “Grandfather Sysoi”, “At grandfather Tryphon”; Tatar folk dance game "Temerbay"; Bashkir folk dance game "Yurt"; production of dolls depicting family members, straw dolls, rags, scarves. Educational tasks: to consolidate the knowledge that the traditional housing of the Bashkirs and other nomadic peoples is the yurt; that there used to be large families (several children, grandparents, all lived together); clarify the meaning of the words “father”, “mother”, “apa”, “aha”, etc. (see appendices 4, 5 “Ural painting”, “Bashkir dwelling”). In the process of educating children on the ideas of folk pedagogy, the following tasks are solved by means of folklore: 1. Introducing children to folk traditions. 2. Raising interest in the folk word, in the images of folklore works. 3. Development of an emotional response to works of oral folk art. 4. Formation of understanding of the main content of folklore works. 5. Formation of ideas about the distinctive features (purpose, origin, form) of different genres of folklore. 6. Formation of the ability to allocate expressive means; folklore works (comparisons, epithets, personification). 7. Development of performing skills of children on the material of folklore works. 8. Development of children's creative abilities (inventing lullabies, fables, teasers). 9. Education of the ability to use folklore works in everyday life in appropriate situations. 10. Enrichment of children's speech with the vocabulary of folklore works. At early and younger preschool age, the leading tasks are the tasks of developing an emotional response to works, the formation of an understanding of the main content of works. In the middle preschool age, purposeful work begins on the formation of ideas about the distinctive features of works of various genres, performing skills develop. In the middle group, it is important to rely on the folklore experience previously accumulated by children. It is necessary to create conditions for the independent performance of folklore works by children in role-playing, theatrical games. In older preschool age, ideas about genre features are clarified and generalized. Much attention is paid to educating children's ability to understand the main content of the work, to correlate it with the life situation. Verbal creativity develops on the material of folklore. An important condition for education on the ideas of folk pedagogy by means of folklore is the creation of a developing environment that includes two main components: the speech of the teacher, enriched with folklore vocabulary; subject environment (objects of national life, toys, paintings, books), reflecting the content of folklore texts. The creation of a speech developing environment is aimed at ensuring the naturalness and functional expediency of using folklore works by a teacher in the educational process in various types of activities. The teacher should appropriately apply folklore works not only in planned, but also in unexpected situations. In all age groups, texts are complemented by visual material: household items, illustrations, folk toys, various types of books based on folklore materials (toy books, layout books), didactic games, costumes and costume elements for the teacher and children. In older groups, it is advisable to involve children in the creation of a subject-developing environment, to enrich the environment with the results of visual (crafts, drawings) and verbal (albums of children's incantations, fables, etc.) creativity of children.
12 The presence of a museum-hut in a kindergarten allows not only to help children imagine the objects mentioned in folklore texts, to understand their purpose, but also to show children the conditions for the existence of folklore. Familiarization with folklore is carried out in everyday life in regime processes (dressing, washing, putting to bed); in special classes on familiarization with folklore works; in other types of classes (speech examination of a picture, didactic games with a doll and non-speech classes in art activities), classes can be integrated with game activities (role-playing, theatrical, didactic and outdoor games). In acquaintance with folklore, various methods and techniques are used. Of particular importance are methods that allow children to arouse interest, an emotional response to folklore works: expressive performance, an entertaining teacher's story about the origin, purpose of various forms of folklore, the use of musical works and works of fine art that reflect folklore images. Methods are important to ensure the active position of the child, his complicity in the performance of the work (reproducing the dialogue, performing actions, etc.), the active co-creation of the child, especially in the performance of works that are a manifestation of the subculture of children (counting, teasing). In the work of raising children on the ideas of folk pedagogy by means of folklore, a close relationship with the family should be maintained. Guidelines for the use of folklore in the educational process of preschool educational institutions Guidelines for the use of lullabies Lullabies, or stories, are works created by adults for children. The purpose of lullabies to lull, lull the child to sleep determines not only the rhythm, but also the system of images (images of adults close to the child, fantastic images of Sleep and Dream). Acquaintance with lullabies begins at an early age. In working with young children, the teacher widely uses lullabies when putting children to bed, as well as in game situations. The performance must comply with folk traditions. The term "lullaby" is spoken, but it is not required for children to memorize it. In the second younger group, children are introduced to the purpose of lullabies and some features of the content and form (assistants of mothers cat and gulenki, affectionate appeals to children). The participation of children in the performance of lullabies in the classroom and in play situations is encouraged. There are performances with toys based on the plots of literary works (“The Tale of the Stupid Mouse” by S. Marshak). In the middle group, children's ideas about the genre features of lullabies are clarified, folk and author's lullabies are compared, children's performing skills are developed, children are invited to compose separate lines for lullabies. The performance of lullabies by children in role-playing games is stimulated. In older preschool age, knowledge about the genre features of lullabies is refined and generalized. Children's creativity develops. Children compose their own lullabies. Lullabies are widely used in role-playing games, in leisure activities, in dramatization games. When getting acquainted with lullabies, it is necessary to have special didactic material: a cradle, a cradle (genuine or made according to the folk model); helper toys (cat Bayun), illustrative material (books of lullabies with illustrations), tape recordings of various versions of lullabies. Tasks Early age (2 3 years): 1. Introduce children to oral poetry. 2. To cultivate a positive attitude towards the lullabies performed by the teacher. 3. Encourage participation in the performance of lullabies while rocking the dolls (pronunciation of individual words “buy-bye”). 4. To acquaint with the cradle (cradle), enrich the passive vocabulary (cradle, cradle). 5. Approximate repertoire: 3-4 lullabies.
13 Younger preschool age: 1. Continue to acquaint children with lullabies. 2. Give children some information about the origin and purpose of lullabies (they sang at the cradle when they put the children to bed, therefore the songs are called lullabies. They express concern for children: they will sleep soundly and grow up strong and healthy). 3. To acquaint with some folklore images (Bayun cat, Guli-gulenki, Dream and Sandman). 4. Pay attention to the nature of the performance (gently, affectionately). Mothers love their children, address them with affectionate names (Vanyushenka, Andryushenka). 5. Promote the performance of lullabies in independent play activities. Middle preschool age: 1. Continue to acquaint with the genre features of lullabies (features of content and form). 2. Show the difference and similarity of folk and author's lullabies. 3. Develop performing skills (perform lullabies slowly, gently, affectionately). 4. To develop the creative abilities of children (the children's independent inventing of individual lines in lullabies). 5. Approximate repertoire: in the active repertoire of children there are 4-6 lullabies. Senior preschool age: 1. Clarify children's ideas about lullabies, their content, form. 2. To help understand the role of lullabies in family life, in relationships between parents, grandparents, children (mutual love, care). 3. To teach to see the expressive images of the lullaby, the figurative means of the language (epithets: chiseled, gilded), rhythm, rhymes, the presence of words that create the rhythm of the lullaby (“byu-bye”, “lyuli-lyuli”). 4. Improve the performance skills of children. 5. To develop the creative abilities of children (the ability to compose their own lullabies). Guidelines for the use of pestles, nursery rhymes and jokes Pestushki are short sentences that accompany the hygienic and physical procedures necessary for the child in a rhythmic and rhymed speech: washing, bathing, massage. Nursery rhymes accompany the games of an adult with a child, his pens, fingers. Jokes are small poems in 4-6 lines, their content reminiscent of little fairy tales in verse. The content of the jokes is made up of bright, colorful pictures of the surrounding life (everyday life, household, pets). Particular importance is attached to pestles and nursery rhymes in work with children of early and younger preschool age. In infancy (up to 1 year old) and at an early age (1-2 years old), pestles are used by the teacher when carrying out appropriate procedures (washing, learning to walk, various hand movements). At an older age (2-4 years), the pestles are used by the teacher when performing appropriate play actions with dolls. The teacher encourages the participation of children in the performance of pestles and nursery rhymes in everyday life. Special classes are held to familiarize children with nursery rhymes. At middle and senior preschool age, the purpose of pestles and nursery rhymes is specified: pestles help the child to master the skills of washing, walking; rhymes amuse, entertain. Attention is drawn to the features of content and form. Nursery rhymes and pestles are compared with lullabies, riddles. To get acquainted with the nursery rhymes, it is necessary to have toys, illustrations reflecting folklore images (“goat”, “white-sided magpie”, “cockerel”) in groups of early and younger age. It is possible to use the theater of pictures. The teacher tells the nursery rhyme and shows the children pictures that reflect the content of the nursery rhymes. Children of middle and older preschool age can perform nursery rhymes in staging games, draw illustrations for nursery rhymes, compose nursery rhymes themselves. At senior preschool age, it is possible to organize a "nursery rhyme theater" - the creation of game miniatures by children according to the content of nursery rhymes. Tasks Early age: 1. Introduce children to oral poetry.
14 2. Cause an emotionally positive attitude towards pestles, nursery rhymes. 3. Contribute to the preservation of a joyful mood during the procedures. 4. Fix the name of body parts (arms, legs, head). 5. Stimulate active participation in the performance of pestles (performing movements and onomatopoeia). Junior preschool age: 1. Introduce children to oral poetry. 2. Help to understand the purpose of nursery rhymes, jokes, pestles (help the child learn to walk, wash, amuse, entertain the child). Performed softly and tenderly. 3. To stimulate the participation of children in the performance of nursery rhymes, jokes by the teacher (finishing words, performing movements, imitating game actions). 4. Encourage independent performance of pestles in games with dolls. Middle preschool age: 1. Clarify children's ideas about pestles, nursery rhymes, jokes, their content and form. 2. Help to understand the role of pests, nursery rhymes in the upbringing of young children (they teach movements, amuse, entertain). 3. Support the desire to tell nursery rhymes, jokes to dolls in role-playing games. Senior preschool age: 1. Summarize the knowledge of children about the poetry of fostering, its role in raising children in the family. 2. Learn to highlight the figurative means of the language in the text. 3. Encourage children to perform nursery rhymes, jokes in theatrical games, at folklore holidays. Improve the performance skills of children. Methodological recommendations for the use of fables Fables-shifters of a work in which events develop that are unbelievable from the point of view of common sense. The whole system of images contradicts life's real observations. Acquaintance with fables-shifters can purposefully begin with the middle group. Although it is possible to acquaint with separate, available on the maintenance fables and earlier. Children of primary preschool age are attracted by rhythm, familiar images. Younger preschoolers highlight only individual inconsistencies in the text. In the middle group, children are introduced to fables as a genre of folklore. Support the feeling of joy that arises in children from finding inconsistencies in the text. The same text can be referred to repeatedly, it is desirable to use illustrations for fables in which children find the appropriate episodes. At the senior preschool age, children are taught to distinguish fables-shifters from other folklore genres, to substantiate their point of view (the village cannot go). However, the analysis of texts should not reduce the feeling of joy, fun when meeting with fables. At older preschool age, children can compose fables themselves, first, by analogy with ready-made texts, replacing individual characters (a cow, a sheep) or actions (flies, swims), and then inventing their own fables. At this age, children are introduced not only to folk tales, but also to the author's tales of K. Chukovsky, D. Kharms and others. happen in life). 2. Arouse interest in fables, the desire to find errors in the text. 3. Maintain a sense of joy that comes from hearing tales. Senior preschool age: 1. Clarify ideas about the genre features of fables. 2. To teach children to reason, to develop the logic and evidence of statements. 3. Learn to invent fables by analogy with ready-made texts. 4. Develop a sense of humor. Guidelines for the use of invocations and sentences Invocations are poetic appeals to various natural phenomena (sun, wind, rain), small songs intended to be sung by a group of children.
15 Sentences of addressing animals, birds, built on the principle of request-wishes. Often sentences are based on onomatopoeia. Calls and sentences bring joy to children, entertain them. Calls and sentences help to educate children in a sense of connection with nature. Calls genetically date back to ancient rites. Many incantations have now lost their magical meaning, but have acquired a comic character. Calls and sentences can be included in the pedagogical process from an early age. The teacher pronounces incantations and sentences during observations on a walk, during various weather phenomena (rain, snow), meeting with birds, insects, as well as in game situations. At this age, the execution of calls and sentences is accompanied by gestures (stretch your hands to the sun, show how much water is needed knee-deep, how a butterfly flaps its wings), as well as onomatopoeia. At a younger preschool age, children are involved in the execution of invocations and sentences, the execution of sentences and invocations on the initiative of children is encouraged. In the middle preschool age, general ideas are given about the origin and purpose of invocations and sentences (calls from the words “click”, “call”, appeal to objects of nature: the sun, rain, wind with a request for a good harvest); it is noted that the incantations were invented by the people. Attention is drawn to the intonation with which the incantations are pronounced. At the senior preschool age, children's ideas about the genre features of invocations and sentences are clarified. Children's creativity develops. Children themselves come up with incantations and sentences, appeals to various natural phenomena and animals. Children's creativity can be reflected in albums and books in which the incantations invented by children are recorded. Calls and sentences become part of dramatization games, folklore holidays. Tasks Junior preschool age: 1. To introduce to oral folk art. 2. Maintain the desire to pronounce the incantations with the teacher. Middle preschool age: 1. Introduce children to the content and form of invocations, sentences. 2. To promote the perception of invocations, sentences as a way of communicating with nature. 3. Involve children in the collective execution of calls, sentences. Senior preschool age: 1. Clarify ideas about the genre features of invocations, sentences. 2. Develop the ability to pronounce the incantations expressively (intonation of the request). 3. Develop creative abilities. Learn to come up with your own options for invocations, sentences. Methodological recommendations for the use of boring fairy tales Boring fairy tales are jokes of a fabulous nature, with which storytellers entertain children or try to discourage their excessive interest in fairy tales. A tedious fairy tale is offered instead of a fairy tale. A tedious fairy tale in the form of a narration is close to a fairy tale and a saying, by appointment to a podvyka. Fairy tale narration is always broken by mockery, which can be of a different nature: immediately after the beginning, the end of the tale is announced; it is proposed to wait a long time for the end; the last words do not end the boring tale, but serve as a bridge to the repetition of the text: "Shouldn't the tale start from the end?" It is possible to start acquaintance with boring fairy tales from the middle preschool age. Children are introduced to the purpose and features of boring fairy tales. It is advisable to talk about the features of boring fairy tales in special classes. At the same lesson, an example of the correct telling of a boring tale (intonation, pauses) is given. In the future, boring tales can be told to children outside of class in independent activities, when looking at illustrations for books of boring tales. The teacher encourages the participation of children in telling fairy tales, observes the reaction of children in the process of telling, reminds them how to listen and tell such fairy tales. In older preschool age, the repertoire of boring fairy tales that children are introduced to is expanding. Telling boring tales is included in folklore holidays and leisure activities. The teacher encourages children to tell boring tales in independent activities, attempts to compose their own boring tales. Children draw illustrations for boring fairy tales.
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Municipal state educational institution - "Secondary school No. 29"
Elective program
"Our home is the South Urals"
for extracurricular activities of younger students
3rd grade
Developer: Lasenko E.Yu.
Primary school teacher
I Section I. Explanatory note
Currently, at the level of world public opinion (UNESCO, the Club of Rome), the need to protect cultural heritage as the main condition for the continuity of generations, the global destiny of civilization is considered, and the need to study this heritage as the basic foundation of modern education is emphasized. Turning to folk traditional culture as a means of educating children in national tolerance, interest in the history and culture of different peoples, awareness of their national "I", expanding the information level, forming responsiveness, friendliness is relevant and generally significant.
The purpose of the program: to promote the upbringing and development of children on the ideas of folk pedagogy, to help children enter the world of folk culture, to make it their property.
Program objectives:
- to promote the expansion and deepening of children's competence about the culture, history of the peoples of the southern Urals;
- to form an emotionally positive attitude towards the ethno-cultural heritage of the region;
- to develop the ability to creatively and independently reflect ethno-cultural traditions in various types of children's activities.
Section II. General characteristics of the elective
The elective "Our Home - the Southern Urals" reveals the content, logic, scope of work with children of primary school age, aimed at ensuring education and development based on the ideas of folk pedagogy.
The scientific and methodological development of the program is based on the leading ideas of folk pedagogy, which constitute the essential characteristic of the program for the upbringing and development of children.
1. The idea of a cosmological structure of the world (world order, world order), where there is a close relationship between man and living and inanimate nature, raising a child in collaboration with nature, caring for it, improving the “I” of a person through familiarization with nature, traditions of honoring the surrounding world, native nature.
2. The idea of educating a modern person, i.e. a person who is harmoniously, diversified, which is the goal of folk pedagogy.
3. The idea of educating a child with an optimistic attitude as a way of worldview, perception of life. This is expressed in the focus of a person's life on the ideal of the good, joyful, beautiful, creative, when a happy and joyful life is conditioned by active goodness; in the tradition of organizing a joyful perspective of education and life in general; in the desire of the people to use the "school of humor" in the upbringing of children.
4. The idea of a traditionally benevolent, activating attitude towards the child as an object and subject of life together is expressed in natural cooperation with children in the process of their continuous support; in the application of folk pedagogical means and methods that take into account the psychological and pedagogical features inherent in primary school age (needs for love and affection, a positive emotional state); in stimulating the responsiveness of children with the help of various methods and techniques.
5. The idea of the value of a person as such and his life reflects the desire of any nation to instill in a child the necessary sense of the reliability of life. Raising a sense of the reliability of life is associated with the need for awareness and understanding of the necessary labor training, respect for work as a value from an early age.
6. The idea of self-building of the child's personality, which is realized in everyday life through the assimilation of the "ethical code" of the people by him. The "ethical code" of the people is a collective set of rules and norms of behavior, a social standard of beliefs (good - bad, beautiful - ugly, it is possible - it is impossible, etc.), a moral culture of behavior in everyday life (house building) and society (world building).
7. The idea of traditional veneration of parents, relatives, pedigree, ancestors, home, children reflects the specifics of folk culture, its values. The idea of educating the future family man, owner, mistress, responsible for the moral microclimate of the family, is traditional for all peoples. Family traditions and customs of hospitality holidays, home improvement, care for the sick, helping people in trouble, etc. is the stereotypical norms and rules of mutual assistance in the family, society, realizing different aspects of the life of the people, laws, principles of life, standards of behavior by which people consciously evaluate their actions and activities.
Section III. The place of the elective course "Our home is the South Urals" in the curriculum
The program is designed for 2 years - 34 hours a year with classes once a week, the duration of classes is 30-35 minutes. The content of the elective course is differentiated by sections, including means that implement the ideas of folk pedagogy. The information part of the program material reflects cognitive information about the history, life, life of the peoples of the Southern Urals, their relationships in everyday life, family, work, attitudes towards nature, the specifics of game and speech folklore, and the features of fine arts.
Section IV
acquaintance with folklore works of different genres, with the folklore of different peoples of the Southern Urals (Bashkir, Tatar, Russian);
formation of ideas about the features of the dwelling of the peoples inhabiting the South Urals (Russians, Bashkirs, etc.)
the formation of the ability to perform certain techniques of the Ural painting (“animation”, “underpainting”, “stretching”); individual elements (bud, flower, leaf, etc.)
formation of the ability to perform certain types of composition (in a circle, symmetrical, in the corners);
acquaintance with different types of folk games (round dance, mobile, verbal) of the peoples of the South Urals;
education of tolerance, respect for the carriers of other cultures;
the formation of the ability to think about the meaning of proverbs, to correlate with situations that have arisen in life, to highlight the general meaning in the proverbs of different peoples;
the formation of ideas about family ties in the family, about the attitude towards relatives;
the formation of ideas about the traditions and customs associated with the maintenance of kinship, good neighborly relations;
education of respect for one's nature;
Section V. Personal, meta-subject and subject results of mastering the elective program "Our home is the South Urals"
The personal results of studying this optional course are:
education of Russian civil identity: patriotism, respect for the Fatherland, the past and present of the multinational people of Russia; awareness of their ethnicity, knowledge of the history, language, culture of their people, their region, the foundations of the cultural heritage of the peoples of Russia and mankind; assimilation of humanistic, democratic and traditional values of the multinational Russian society; fostering a sense of responsibility and duty to the Motherland;
formation of a holistic worldview corresponding to the current level of development of science and social practice, taking into account the social, cultural, linguistic, spiritual diversity of the modern world;
the formation of a conscious, respectful and benevolent attitude towards another person, his opinion, worldview, culture, language, faith, citizenship, history, culture, religion, traditions, languages, values of the peoples of Russia and the peoples of the world; readiness and ability to conduct a dialogue with other people and achieve mutual understanding in it;
mastering social norms, rules of conduct, roles and forms of social life in groups and communities, taking into account regional, ethno-cultural, social and economic characteristics;
development of moral consciousness and competence in solving moral problems based on personal choice, the formation of moral feelings and moral behavior, a conscious and responsible attitude to one's own actions;
formation of communicative competence in communication and cooperation with peers, older and younger children, adults in the process of educational, research, creative and other activities;
formation of the value of a healthy and safe lifestyle;
formation of the foundations of ecological culture corresponding to the modern level of ecological thinking, development of experience in environmentally oriented reflexive-evaluative and practical activities in life situations;
awareness of the importance of the family in the life of a person and society, acceptance of the value of family life, respectful and caring attitude towards members of one's family;
development of aesthetic consciousness through the development of the artistic heritage of the peoples of Russia and the world, creative activity of an aesthetic nature.
The meta-subject results of studying this optional course are:
the ability to independently plan ways to achieve goals, including alternative ones, to consciously choose the most effective ways to solve the tasks;
the ability to correlate their actions with the planned results, to control their activities in the process of achieving the result, to determine the methods of action within the framework of the proposed conditions and requirements, to adjust their actions in accordance with the changing situation;
the ability to assess the correctness of the task, their own ability to solve it;
possession of the basics of self-control, self-assessment, decision-making and the implementation of a conscious choice of one's activities;
the ability to create, apply and transform signs and symbols, models and schemes to solve the tasks;
the ability to organize educational cooperation and joint activities with the teacher and peers; work individually and in a group: find a common solution and resolve conflicts based on the coordination of positions and taking into account interests; formulate, argue and defend your opinion;
the ability to consciously use speech means in accordance with the task of communication to express one's feelings, thoughts and needs; planning and regulation of their activities; possession of oral and written speech, monologue contextual speech;
formation and development of ecological thinking, the ability to apply it in cognitive, communicative, social practice and professional orientation.
Subject results are reflected in the content of the program (section "Main content")
The program is a backbone factor of the pedagogical process, and the pedagogical process, in turn, is a holistic and developing process.
The following principles were identified as the initial principles for constructing the program.
The principle of humanitarian thinking, according to which the core of the program is a person and the system of his value relationships with the outside world. This determined the selection of content that reveals the child's ideas about folk culture; about the family world and family relations; about the role of adults in the upbringing of children; about traditions and customs; about family ties; family ethics; about the value of each individual and its characteristics as a family member.
The principle of pedocentrism, according to which the knowledge most relevant for a given age is determined, since their significance is to establish continuity between the perception of the modern world, life and life and folk traditional culture.
The culturological principle, according to which knowledge and means of their presentation are selected, ensuring that children are introduced not only to the general culture, but also to the national one. In accordance with this principle, the program includes topics of various content, revealing the external and internal culture of the family, the best examples of the traditions and customs of folk traditional culture. Thus, prerequisites were created for the formation of interest in traditional folk culture.
The principle of an active approach to the formation of interest among schoolchildren in traditional folk culture, by virtue of which knowledge is selected in the content of the program and tasks for children are included that activate activities of different content and different levels of interest, such as: a comprehensive thematic presentation of the material, solving conflict stories in the game and verbal plans, effective and practical activities aimed at making family portraits-collages, the “tree of life”, paraphernalia of the people's home, organizing theatrical and game activities to consolidate didactic material, etc.
The principle of creating a pedagogical environment that provides both subject-environmental, mediated formation of interest in folk traditional culture, and the creation of a personality-oriented style of communication with children by organizing joint emotionally positive experiences, active and effective communication experience of children, parents and teachers.
The material of the program is built in accordance with the principles put forward and dictates the logical design of the model for building and introducing the program into the life of the school institution.
Section VI. The content of the elective "Our home is the South Urals"
Section VII. Thematic planning
№
p/n
date of
Topic of the lesson
The main activities of students
The history of human life in the South Urals
They get acquainted with the history of the settlement of the territory of the Southern Urals, the places of residence of primitive people, explain the name "primitive people", "Stone Age", "Bronze, Copper Age", explain the words "nomadic", "sedentary people". Consider the first drawings of people (animals, hunting scenes).
Man and the world around
They get acquainted with folk ideas about space, the world, nature, with the nomadic and sedentary traditions of the Southern Urals. Explain the words "nomadic people", "sedentary people". Explain the words "artisan", "factory" man.
Man and the calendar of nature
They get acquainted with the people's understanding of the order, the rules of nature, the world, according to which people lived in the Southern Urals - the peoples lived according to a certain calendar. They study the features of folk costumes of Russians, Bashkirs, Tatars and other peoples living in the South Urals. They study the features of people's dwellings, reflecting the order, the world order. Explain the meaning of the phrase "all year round".
Man and nature of the Southern Urals
They get acquainted with the natural and geographical zones of the Southern Urals: forest, mountain, forest-steppe, steppe. They name some natural objects (lakes, rivers, mountains, etc.), reflecting the history of their native land, the poetic attitude of peoples to their native nature. They talk about animals, birds, plants that live in the region.
Man and calendar traditions
Get acquainted with some folk calendar traditions and rituals of the Southern Urals. They learn about the close relationship of a person, his family, clan with nature.
Man, race and nature
They get acquainted with the folklore of the peoples of the Southern Urals, reflecting the comparison of a person, his character, relationships in the family, with people, with nature. They learn about the semantic meaning of the word "nature" - what is given at birth ("at birth", "at birth"). They call home (family) folk methods of treating patients with the help of natural remedies in the Southern Urals (herbal medicine, mud therapy, hardening in a bath, the use of honey, etc.).
Man and his family
They get acquainted with the semantic meaning of "family", with its composition, the peculiarities of the relationship of family members, the presence of traditions in the family. They talk about their family traditions.
Family home
They get acquainted with the traditions and customs associated with the construction and relocation to a new home. Tells about the names of people's dwellings, planning, objects of people's life.
Folk household items
Get acquainted with the semantic meaning of the word "utensils". Learn about the attitude of adult family members and children to household items. They talk about various types of utensils in the people's dwelling, their purpose.
Features of relationships in the family
They get acquainted with the folk features of the family regime (the relationship between spouses in the family, the relationship between brothers and sisters). They talk about the care of all family members about older family members, about the functions of family members in different nations.
The moral foundations of the family
They get acquainted with the moral foundations of family life among the peoples of the Southern Urals. Name the main traditions of relationships in the family.
Family and household
Family holidays
They get acquainted with the distribution of responsibilities for housekeeping in the family among different peoples. They name some of the activities of home economics and crafts of the peoples of the Southern Urals. Group work: gender-role responsibilities of boys and girls to participate in the household.
The strength of a family is in its kindred
They learn about family ties, genealogy, traditions and customs associated with maintaining family, good neighborly relations. They get acquainted with folk games, amusements, amusements of different peoples of the Southern Urals.
Family and nature
They learn about the attitude of the people to nature: careful, poetic, aimed at application in the economy. Get acquainted with the figurative folk names of plants, nature.
Folk holidays
They strive to replenish their knowledge of folk holidays through various sources of information (considering objects of folk life, folk dwellings, illustrations, reading a book, listening to folklore: verbal, musical, conversation, etc.). They draw conclusions about the relationship between the calendar of nature, work, lifestyle, folklore, traditions of the South Urals.
Traditions of caring for the child (for peoples living in the South Urals)
They get acquainted with the traditions and customs in relation to newborn children, talk about the feasible help of each child in the family. They call, study, sing lullabies, pestles, nursery rhymes, tell each other about holding various games and fun.
The idea of the value of a person and his life
They get acquainted with the values of a person and his life (not wealth, money, house, but his life, health). Work in groups: make up a set of Russian proverbs about human values. They talk about the first libraries, about garrison schools.
Traditional folk dwellings in the South Urals
They get acquainted with traditional dwellings in the Southern Urals, name the differences between Russian, Bashkir, Tatar folk dwellings.
Traditions of the Russian people associated with the construction of dwellings
They talk about the customs of the Russian people associated with construction and relocation to a new house, they name the choice of material for construction and the timing of construction.
Family traditions and rituals during the transition to a new home, housewarming.
They get acquainted with the hospitality of families living in the Southern Urals, call the traditions of respectful attitude towards elders, to their home, show interest in pedigree, relatives and ancestors. They learn folk games that reflect family relationships.
Folklore. Use of lullabies
Get acquainted with lullabies, their purpose and some features of the content. They perform lullabies in role-playing games, perform dramatizations with toys based on the plots of literary works. They select illustrative material, tape recordings, helper toys.
Folklore. The use of pestles, nursery rhymes, jokes
They get acquainted with pestles, nursery rhymes, jokes, their purpose and some features of the content. They perform nursery rhymes in dramatized games, compose, draw illustrations for nursery rhymes.
Folklore. Use of tall tales
Get acquainted with tales-shifters. They work in groups: they distinguish fables-shifters from other folklore genres. Invent their own lies.
Folklore. The use of invocations and sentences
Get acquainted with the features of invocations and sentences. They come up with incantations and sentences, appeals to various natural phenomena and animals. They work in groups: write down invented nicknames in albums, create books.
Folklore. Use of boring tales
Get acquainted with the peculiarities of boring fairy tales. They compose their own boring fairy tales, draw illustrations for boring fairy tales.
Folklore. Use of teasers
They talk about the origin of teasers, their purpose, and compare them with other forms of folklore. They use a teaser in dramatization games, entertainment.
Folklore. Use of proverbs and sayings
They get acquainted with proverbs, use available proverbs and sayings in the appropriate situation. They think about the meaning of proverbs, correlate with a specific case, situation. Invent fairy tales, stories according to the content of proverbs.
Folk games
They get acquainted with the origins of the culture of their people, with the origins of gaming culture in general. They talk about folk games, alternating games of different nationalities, including in turn mobile, verbal, round dance. They work in groups: they hold competitions, competitions: "Who knows more about folk games."
folk art
They study the demographic features of the Ural Territory, the people's dwelling of different peoples. Consider national clothes, looking for differences. They create sketches, making elements of clothing, hats, household items (rocker arms, caskets, etc.) on them. Participate in decorative and design activities to create three-dimensional and flat layouts (Ural village, Bashkir village, etc.)
Visual activity "Ural painting". "History - a tale about the Ural father"
Get acquainted with the history of the settlement of the Urals. They work on the meaning of the words "dignify", "disdain", "stumbling". They look at photographs of wooden huts, a collection of Ural stones.
Visual activity "Ural painting". "The Tale of How the Ural House Painting Appeared"
They get acquainted with the Ural house painting: purpose, compositional features of execution in the interior of the hut. They work on the meaning of the words “telukha”, “flight”, “dwell”, etc. They look at photographs and photocopies of elements of the interior of the hut from the book by V.A. Baradulin “Folk paintings of the Urals and the Urals: a peasant painted house”. - L., 1987. They work in groups: they name objects of folk craftsmen, decorated with paintings (Khokhloma, Gorodets).
Visual activity "Ural painting". "Ural house painting"
They continue to get acquainted with the Ural house painting: the features of choosing a color scheme. They master the techniques of working with a flat brush and oil paints (“stretching”). Work in groups: play the game "Find and name".
Visual activity "Ural painting". "The Tale of the Smart Duck".
They continue to get acquainted with the Ural house painting: the features of choosing a color scheme. They master certain techniques of painting with oil paint (“animation”). Work in groups: play the game "Pick by color".
Visual activity "Ural painting". "Composition in the Ural painting"
They get acquainted with the artistic features of the Ural painting, with different options for its compositional solution. Make up patterns (consider diagrams, compare them, find similarities and differences in the location of identical elements of patterns.)
Visual activity "Ural painting". "Magic patterns of the Urals"
They get acquainted with the semantics of individual elements of the Ural painting (lion, owl, "tree of life", wreath). Draw flowers for mom and dad.
Visual activity "Ural painting". "Drive away the black monster, the smoky monster!"
They stage the fairy tale “Drive away the black monster, the smoky monster!” They work in groups: they hold a competition of riddles, proverbs, sayings about home, hospitality, friendship, diligence.
The dwelling of the peoples of the Southern Urals. "Bashkir dwelling". "Bashkirs"
They get acquainted with the history of the Bashkir people: their place of residence in the Urals, the main types of management (cattle breeding, hunting, fishing, beekeeping), housing features (yurt, hut, hut). They listen to the legend about the origin of the Bashkirs. Consider drawings depicting yurts, huts, huts. Perform sketches of the Bashkir dwelling.
The dwelling of the peoples of the Southern Urals. "Bashkir dwelling". "Yurt" (tirme)
They get acquainted with the device of the yurt, with the features of the interior, with the specifics of the design of the two halves of the housing. . Considering the layout of the Bashkir yurt with a removable dome. They choose a figurative form (type of yurt) according to their desire, draw, decorate the yurt with an ornament.
The dwelling of the peoples of the Southern Urals. "Bashkir dwelling". "Summer Bashkir Village"
They get acquainted with the traditional structure of the Bashkir village, with the peculiarities of the location of yurts. They work in groups: they create a model of a summer Bashkir village. They form a single composition. Complement with images of trees, animals (horses, sheep) in the process of joint activities.
The dwelling of the peoples of the Southern Urals. "Bashkir dwelling". "Bashkir hut"
They get acquainted with the features of the Bashkir dwelling: the exterior (pediment, architraves, porch), interior (stove, design features of the female and male halves) of a village house. They choose a blank that they like in shape - a casing, decorate it with motifs of the Bashkir ornament, draw up a “window” (cardboard blank).
The dwelling of the peoples of the Southern Urals. "Bashkir dwelling". "Curtain" (sharshau)
They get acquainted with the individual elements of the internal space of the dwelling: the curtain (sharshau). Decorate the curtain with an ornamental pattern.
The dwelling of the peoples of the Southern Urals. "Bashkir dwelling". "Rug for guests" (tour yurfan)
They get acquainted with the traditions of hospitality of the Bashkir family, with a guest place, its location in the Bashkir yurt. They decorate a rug for guests using the applique technique.
The dwelling of the peoples of the Southern Urals. "Bashkir dwelling". "Patterned ribbon" (tartma)
Get acquainted with the patterned tape for dragging the bed. They decorate the ribbon with a pattern using a specific or mixed technique (appliqués, felt-tip pens, appliqué + felt-tip pens).
The dwelling of the peoples of the Southern Urals. "Bashkir dwelling". "Towel"
They get acquainted with the functions of towels (utilitarian, aesthetic, ceremonial), with decoration options, with color options. They decorate a towel with a pattern, focusing on a certain version of the composition and color scheme.
Ural folk dwelling. Russian hut. Cossack scrap. Bashkir hut. Bashkir yurt.
They get acquainted with the features of the external and internal design of the people's dwelling of the Southern Urals. They name individual elements of the external design of the dwelling, the Ural painting, the Bashkir ornament. They talk about the artistic language of folk art, i.e. expressive functions of color, form, composition.
Ural legends and traditions
They get acquainted with ancient tales and legends of the Southern Urals. Use fairy tales in role-playing games. Illustrate the stories they read. Create baby books for children.
Project Protection
Use the acquired knowledge in their projects.
Literature
1. Babunova E.S. Our home is the Southern Urals. - Chelyabinsk, "Vzglyad", 2007
2.Galiguzov I.F. Peoples of the Southern Urals: History and Culture. – Magnitogorsk, 2000
3. Baradulin V.A. Folk paintings of the Urals and the Urals. Peasant painted house. - L., 1987
4. Kostomarov N.I. Home life and customs of the Great Russian people. - M., 1993
5. Kuzbekov F.T. History of culture of the Bashkirs. - Ufa, 1997
State budgetary professional institution
"Kasli Industrial and Humanitarian College"
(GBPOU KPGT)
Test
Discipline: Theoretical foundations of preschool education
Topic: “Analysis of the partial program “Our home is the South Urals””
Work manager:
Chuprunova T.N.
Work completed:
4th year student
group No. 13 DO (Z)
Fakhreeva V.R.
Kasli 2017
Content:
Relevance of the program…………………………………………………………… 3
Mission, goal, tasks of the Program…………………………………………………... 3
Content section of the Program (Educational area "Speech development")…………………………………………………………………………….. 4
Targets for the implementation of the Program at the stage of completion of preschool education (Targets for the educational area "Speech Development")………………………………………………………………. sixteen
Features of the organization of the developing subject-spatial environment (Educational area "Speech development")…………………………………… 16
Features of planning educational activities with participants in educational relations……………………………………………………….. 17
Relevance of the program
For more than ten years, kindergartens in the Chelyabinsk region have been implementing the regional educational program "Our Home - the South Urals". The program material reveals cognitive information about the nature of the Southern Urals, about the history, life, life of the peoples of the Southern Urals, the specifics of game and speech folklore, the originality of fine arts.
The positive experience of using this program has shown its pedagogical effectiveness in preserving and developing in a child a bright and kind view of the history, culture, working people of the South Ural region, in shaping the ability to live together, accept and respect the culture of the peoples of the South Urals.
In the context of the introduction of the Federal State Educational Standard for Preschool Education, the developers of the Program were faced with the task of creating a new version of software and methodological support, while maintaining the idea of educating preschoolers by means of folk pedagogy. The content of the updated program makes it possible to implement such educational areas of the Standard as "Cognitive development", "Speech development", "Social and communicative development" and "Artistic and aesthetic development", taking into account information about the regional and cultural characteristics of the Southern Urals.
The new Program develops interest not only in the historical past, but also in the present and future of the native land. The new Program is supplemented with illustrative material. Photographs allow the educator to organize a "journey" around their native land, enjoy the beauty of its nature, and get to know its inhabitants.
2. Mission, goal, objectives of the Program
Understandingmissions (strategic purpose) of the presented Program is the organization of multicultural pedagogical activity in the system of preschool education.
Purpose of the Program: to promote the education and upbringing of children on the ideas of pedagogy of the peoples of the Southern Urals.
Program Objectives:
Contribute to the enrichment of primary ideas about the nature, culture, history of the peoples of the South Ural region.
To form an emotionally positive attitude towards representatives of the cultures of the Southern Urals.
To develop the ability to creatively and independently apply multicultural knowledge in various types of children's life.
3. Content section of the Program
The content of this direction through the use of folklore involves the mastery of speech as a means of communication and culture; enrichment of the active dictionary; development of coherent, grammatically correct dialogic and monologue speech; development of speech creativity; development of sound and intonation culture of speech, phonemic hearing; familiarity with book culture, children's literature, listening comprehension of texts of various genres of children's literature.
Folklore reflects oral folk art, national mentality and cultural and historical traditions. The ideas of folk pedagogy are reflected in various genres of folklore. Verbal folklore includes small folklore and large folklore genre forms: nursery rhymes, ditties, proverbs, sayings, teasers, jokes, fables, tedious tales, fables-shifters, fairy tales, legends, etc. The introduction of children to oral folk art begins at an early age and is carried out throughout the entire preschool age. The types of folklore works that children are introduced to and the tasks of the work differ at different age stages, have their own characteristics.
At early and younger preschool age, pestles, incantations, nursery rhymes, jokes, and lullabies predominate in the upbringing of children. Their use allows you to realize your ideas of “upbringing an optimistic worldview”, the tradition of “a benevolent, activating attitude towards the child as an object and subject of joint life”, “connection with nature”, “ideas of self-building of the child’s personality”, “priority of family education”.
In middle preschool age, in addition to the named genres of folklore, children are introduced to tiresome fairy tales, fables, riddles, proverbs.
In work with children of senior preschool age, all genres of folklore are represented. A large place is occupied by proverbs and sayings, fables, teasers, riddles. At senior preschool age, in addition to Russian folklore, children are introduced to the folklore of other peoples (Tatars, Bashkirs) living in the region, as well as legends and traditions of their native land.
In the process of raising children on the ideas of folk pedagogy by means of folklore,a set of tasks for moral, emotional, cognitive and speech development:
Introduce children to folk traditions.
Raise interest in the folk word, in the images of folklore works.
To develop an emotional response to the works of oral folk art.
To form an understanding of the main content of folklore works.
To form ideas about the distinctive features (purpose, origin, form) of different genres of folklore.
To form the ability to highlight the expressive means of folklore works (comparisons, epithets, personifications).
To develop the performing skills of children on the material of folklore works.
To develop the creative abilities of children (inventing lullabies, fables, teasers).
To cultivate the ability to use folklore works in everyday life in appropriate situations.
To enrich the speech of children with the vocabulary of folklore works.
In early and preschool age the leading tasks are the development of an emotional response to works, the formation of an understanding of the main content of works.
purposeful work begins on the formation of ideas about the distinctive features of works of various genres, performing skills develop. In the middle group, it is important to rely on the folklore experience accumulated by children in the early years. It is necessary to create conditions for the independent performance of folklore works by children in role-playing, theatrical games.
ideas about genre features are clarified and generalized. Much attention is paid to educating children's ability to understand the main content of the work, to correlate it with the life situation. Verbal creativity develops on the material of folklore.
Familiarization with folklore is carried out in everyday life in regime processes (dressing, washing, putting to bed); in the process of educational activities (classes; reading and telling folklore works, looking at pictures, didactic games based on folklore, productive activities); in gaming activities (plot-role-playing, theatrical, round dance and outdoor games).
In acquaintance with folklore, various methods and techniques are used. Of particular importance are methods that allow children to arouse interest, an emotional response to folklore works: expressive performance, an entertaining teacher's story about the origin, purpose of various forms of folklore, the use of musical works and works of fine art that reflect folklore images. Methods are important to ensure the active position of the child, his complicity in the performance of the work (reproducing the dialogue, performing actions, etc.), the active co-creation of the child, especially in the performance of works that are a manifestation of the subculture of children (counting, teasing).
The diversity of folklore forms makes it possible to use their educational potential in educational activities, both with children and in organizing interaction with parents.
Lullabies or tales - refers to works created by adults for children. The purpose of lullabies is to lull, lull the child to sleep, determines not only the rhythm, but also the system of images (images of adults close to the child, fantastic images of Sleep and Dream). Acquaintance with lullabies begins at an early age. In working with young children, the teacher widely uses lullabies when putting children to bed, as well as in game situations. The performance must comply with folk traditions. The term "lullaby" is spoken, but it is not required for children to memorize it.
In the second junior group children are introduced to the meaning of lullabies and some features of the content and form (assistants of mothers - a cat and gulenki, affectionate appeals to children). The participation of children in the performance of lullabies in the classroom and in play situations is encouraged. There are performances with toys based on the plots of literary works (“The Tale of the Stupid Mouse” by S. Marshak); didactic games with the doll ("Let's put the doll Masha to sleep"). The meaning of lullabies is preserved in regime processes.
In the middle group children's ideas about the genre features of lullabies are clarified, folk and author's lullabies are compared, children's performing skills are developed, children are invited to compose separate lines for lullabies. The performance of lullabies by children in role-playing games is stimulated.
At senior preschool age knowledge about genre features of lullabies are specified and generalized. Children's creativity develops. Children compose their own lullabies. Lullabies are widely used in role-playing games, in leisure activities, in dramatization games. When getting acquainted with lullabies, it is necessary to have special didactic material: a cradle, a cradle (genuine or made according to the folk model); helper toys (Cat Bayun); illustrative material (books of lullabies with illustrations); tape recordings of various versions of lullabies.
Tasks of familiarization with lullabies:
Early age:
To cultivate a positive attitude towards the lullabies performed by the teacher.
Encourage participation in the performance of lullabies while rocking the dolls (pronunciation of individual words “bayu-bay”).
To acquaint with the cradle (cradle), enrich the passive vocabulary (cradle, cradle).
Junior preschool age:
Continue to acquaint children with lullabies.
To give children some information about the origin and purpose of lullabies (they sang at the cradle when they put the children to bed, therefore the songs are called “lullabies”, they express concern for children: they will sleep soundly, grow up strong and healthy).
To acquaint with some folklore images (Guli-Gulenki, Sleep and Sandman).
Pay attention to the nature of the performance (gently, affectionately). Mothers love their children, address them with affectionate names (Vanyushenka, Andryushenka).
To promote the performance of lullabies in independent play activities.
Middle preschool age:
Continue to acquaint children with the genre features of lullabies (features of content and form).
Show the difference and similarity of folk and author's lullabies.
Develop performing skills (perform lullabies lingeringly, gently, affectionately).
Senior preschool age:
Clarify children's ideas about lullabies, their content, form.
To help understand the role of lullabies in family life, in the relationships between parents, grandparents, children (mutual love, care).
To teach to see the expressive images of the lullaby, the figurative means of the language (epithets: chiseled, gilded), rhythm, rhymes, the presence of words that create the rhythm of the lullaby (“bayu-bay”, “lyuli-lyuli”).
Improve the performance skills of children.
Develop children's creativity.
Pestushki - short sentences, accompanying with rhythmic and rhymed speech, the hygienic and physical procedures necessary for the child: washing, bathing, massage.
nursery rhymes - accompany the games of an adult with a child, his pens, fingers.
jokes - small poems in 4-6 lines, with their content reminiscent of small fairy tales in verse. The content of the jokes is made up of bright, colorful pictures of the surrounding life (everyday life, household, pets).
Particular importance is attached to pestles and nursery rhymes in work with children of early and younger preschool age.
In infancy and early childhood pestles are used by the teacher when carrying out appropriate procedures (washing, mastering walking skills, various hand movements).
pestles are used by the teacher when performing appropriate game actions with puppets. The teacher encourages the participation of children in the performance of pestles and nursery rhymes in everyday life. Special classes are held to familiarize children with nursery rhymes.
In middle and senior preschool age the purpose of pestles and nursery rhymes is specified: pestles are designed to help the child master the skills of washing, walking; amusement - amuse, amuse. Attention is drawn to the features of content and form. Nursery rhymes and pestles are compared with lullabies, riddles.
To get acquainted with nursery rhymes, it is necessary to have toys, illustrations reflecting folklore images (“goat”, “white-sided magpie”, “cockerel”) in groups of early and younger age. It is possible to use the theater of pictures. The teacher tells the nursery rhyme and shows the children pictures that reflect the content of the nursery rhymes. Children of middle and older preschool age can perform nursery rhymes, in dramatization games, draw illustrations for nursery rhymes, compose nursery rhymes themselves. At the senior preschool age, it is possible to organize a "nursery nursery rhyme theater" - the creation of game miniatures by children according to the content of nursery rhymes.
The tasks of introducing children to pestles, nursery rhymes, jokes:
Early age:
Introduce children to oral poetry.
Cause an emotionally positive attitude towards pests, nursery rhymes.
Contribute to maintaining a joyful mood during the procedures.
Fix the name of body parts (arms, legs, head).
To stimulate active participation in the performance of pestles (performing movements and onomatopoeia).
Junior preschool age:
Introduce children to oral poetry.
Help to understand the purpose of nursery rhymes, jokes, pestles (help the child learn to walk, wash, amuse, entertain the child, performed affectionately, gently).
To stimulate the participation of children in the performance of nursery rhymes, jokes by the teacher (finishing words, performing movements, imitating game actions).
Encourage independent performance of pestles in games with dolls.
Middle preschool age:
Clarify children's ideas about pestles, nursery rhymes, jokes, their content and form.
To help understand the role of pestles, nursery rhymes in raising young children (they teach movements, amuse, entertain).
Support the desire to tell nursery rhymes, jokes to dolls in role-playing games.
Senior preschool age:
Summarize children's knowledge about the poetry of nurturing, its role in raising children in the family.
Learn to highlight the figurative means of the language in the text.
To promote the performance by children of nursery rhymes, jokes in theatrical games, at folklore holidays. Improve the performance skills of children.
Fables - shifters - works in which events unbelievable from the point of view of common sense develop. The whole system of images contradicts life's real observations.
Acquaintance with fables-shifters can purposefully begin with the middle group. Although it is possible to acquaint with individual, accessible in content, fables even earlier. Children of primary preschool age are attracted by rhythm, familiar images. Younger preschoolers highlight only individual inconsistencies in the text.
In the middle group, children are introduced to fables as a genre of folklore. They support the feeling of joy that arises in children from finding inconsistencies in the text. The same text can be referred to repeatedly, it is desirable to use illustrations for fables, in which children find the appropriate episodes.
At the senior preschool age, children are taught to distinguish fables-shifters from other folklore genres, to substantiate their point of view. However, the analysis of texts should not reduce the feeling of joy, fun when meeting with fables.
At older preschool age, children themselves can compose fables, first by analogy with ready-made texts, replacing individual characters (cow-sheep) or actions (flies-swims), and then invent their own fables. At the senior preschool age, children are introduced not only to folk, but also to the author's tales of K. Chukovsky, D. Kharms and others.
The tasks of introducing children to fables-shifters:
Middle preschool age:
To acquaint children with fables, the features of their content (fairy tales tell about events that cannot happen in life).
Arouse interest in fables, the desire to find errors in the text.
Maintain a sense of joy that arises from hearing tall tales.
Senior preschool age:
Clarify ideas about the genre features of fables.
To teach children to reason, to develop logic and evidence of statements.
Learn to invent fables by analogy with ready-made texts.
Develop a sense of humor.
invocations - poetic appeals to various natural phenomena (sun, wind, rain), small songs intended for singing by a group of children.
sentences - appeals to animals, birds, built on the principle of request-wishes. Often sentences are based on onomatopoeia. Sentence calls bring joy to children, entertain them.
Calls and sentences help to educate children in a sense of connection with nature. Calls genetically date back to ancient rites. Many incantations have now lost their magical meaning, but have acquired a comic character.
Calls and sentences can be included in the educational process, starting fromearly age. The teacher pronounces incantations and sentences during observations on a walk, during various weather phenomena, meeting with birds, insects, as well as in game situations. At this age, the execution of calls and sentences is accompanied by gestures (stretch your hands to the sun, show how much water is needed - knee-deep, like a butterfly flaps its wings), as well as onomatopoeia.
At preschool age children are involved in the execution of invocations and sentences, the execution of sentences and invocations on the initiative of children is encouraged.
Middle preschool age general ideas are given about the origin and purpose of invocations and sentences (invocations - from the word “click”, “call”, appeal to objects of nature: the sun, rain, wind, asking for a good harvest), it is noted that the invocations were invented by the people, attention is drawn to the intonation with which the calls are pronounced.
At senior preschool age children's ideas about the genre features of invocations and sentences are specified. Children's creativity develops. Children themselves come up with incantations and sentences, appeals to various natural phenomena and animals. Children's creativity can be reflected in albums and books in which the incantations invented by children are recorded. Calls and sentences become part of dramatization games, folklore holidays.
Tasks of familiarizing children with invocations, sentences:
Junior preschool age:
To attach to oral folk art.
Maintain the desire to pronounce incantations with the teacher.
Middle preschool age:
To acquaint children with the content and form of invocations, sentences.
To promote the perception of invocations, sentences as a way of communicating with nature.
Involve children in the collective execution of calls, sentences.
Senior preschool age:
Clarify ideas about the genre features of invocations, sentences.
Develop the ability to pronounce incantations expressively (intonation of the request).
Develop creative abilities. Learn to come up with your own options for invocations, sentences.
Boring tales- jokes are jokes of a fabulous nature, with which storytellers entertain children or try to discourage their excessive interest in fairy tales. A tedious fairy tale is offered instead of a fairy tale. A tedious tale in the form of a narration is close to a fairy tale and a saying, by appointment - to a podvyka. Fairy tale narration is always broken by mockery, which are of a different nature: immediately after the beginning, the end of the tale is announced; it is proposed to wait a long time for the end; the last words do not end the boring tale, but serve as a bridge to the repetition of the text: “Should we start the tale from the end?”.
Acquaintance with boring tales can begin withmiddle preschool age. Children are introduced to the purpose and features of boring fairy tales. It is advisable to talk about the features of boring fairy tales in a conversation with children, to show them an example of the correct telling of a boring fairy tale (intonation, pauses). The teacher encourages the participation of children in telling fairy tales, observes the reaction of children in the process of telling, reminds them how to listen and tell such fairy tales.
At senior preschool age the repertoire of boring fairy tales that children are introduced to is expanding. Telling boring tales is included in folklore holidays and leisure activities. The teacher encourages children to tell boring tales in independent activities, attempts to compose their own boring tales. Children draw illustrations for boring fairy tales.
Tasks of familiarization with boring tales:
Middle preschool age:
To acquaint with tiresome fairy tales, features of their form (lack of completeness, repetition).
Arouse interest in boring fairy tales, desire to learn boring fairy tales.
Senior preschool age:
Clarify children's knowledge about the features of the content and form of boring fairy tales.
Show the way boring fairy tales exist in modern life.
Maintain the desire to tell boring tales.
Develop a sense of humor.
teaser - a rhyme that rhymes a playful or offensive line with a name (“Masha is a confusion”). A teaser is a peculiar form of children's satire, in which negative traits of character, behavior, disobedience to the rules of the game are ridiculed. Acquaintance of children with teasers is possible insenior preschool age. Before telling children about teasers, the teacher needs to observe the children, find out if children use teasers in their daily communication, what they make fun of in teasers (appearance, character traits: greed, snitch), how children react to teasers (offended, try to answer).
Acquaintance with teasers should be carried out in such a way as not to increase negative tendencies in the relations of children, not to cause a desire to offend, humiliate. Acquaintance with teasers is possible if an emotionally positive atmosphere is created in the group. Children are told about the origin of teasers, their purpose, and are compared to other forms of folklore. First, they give examples of teasers with names that are not in the group, as well as teasers where names are not called.
After the children see in teasers not only offensive, but also funny (exaggeration), unusual rhymes, they can be invented for the names of all the children in the group, everyone can offer their own version. In the future, teasers can be used in staging games, entertainment. In everyday life, the use of teasers must be treated with caution. Children who are offended by teasers can be told that a teaser can always be answered with a teaser.
Tasks of familiarization with teasers:
Senior preschool age:
To introduce children to teasers, their purpose (to ridicule negative character traits), form (the presence of rhyming words), and origin.
Learn to correctly assess typical life situations.
To cultivate the ability to respond correctly to a teaser (if the teaser is fair, try to improve, not be offended, be able to respond to the teaser).
Proverb-
this is a short, poetically figurative, rhythmically organized work of folk art, summarizing the historical and social experience of a generation. Clearly forming moral and ethical norms, proverbs are vivid examples of practical philosophy.
Proverb-
this is a well-aimed expression, expressed on a specific occasion, a figure of speech, only hinting at a conclusion.
Acquaintance with proverbs can be started from the early preschool age. At this age, the teacher does not explain to children what a proverb is, but can use proverbs and sayings available to children in the appropriate situation. After cleaning the toys: “Finished business, walk boldly2”, in an outdoor game: “Small and remote”. In this case, the term "proverb" is not necessarily used.
In the middle preschool age, the teacher uses proverbs and sayings in everyday life in appropriate situations. They repaired the toy: "As they say, the work of the master is afraid." For children who are bored and do not know what to do: “The day is boring until the evening, if there is nothing to do,” etc.
The teacher uses the term "proverb" more widely. “As the proverb says: “Measure seven times, cut once.” Explains to the children that proverbs were invented by the people.
At older preschool age, children are given a definition of “proverbs” that is accessible to them. Proverbs are the wise thoughts of the people. The meaning of proverbs in human life is shown - they teach, help to live. If you do not know what to do, remember, as the proverb says. A proverb will always help. Sayings make our speech more beautiful, interesting. Children are called the distinctive features of the form of proverbs (short, just a few words).
Children are taught to think about the meaning of proverbs, to correlate with a specific case, situation. The specific educational value of the proverb depends on the content: the education of diligence, respect for parents, love for the motherland, etc. At older preschool age, children can be introduced to proverbs of different peoples that reflect the same thought. At this age, the creative abilities of children develop. They can be taught to invent fairy tales, stories according to the content of proverbs. Proverbs and sayings should be widely used in the educational process, in various activities: household, labor, gaming. The teacher himself uses proverbs, invites children to think about which proverb is suitable for a given situation, encourages children to use proverbs independently.
During the year, acquaintance with proverbs is carried out in the process of organized educational activities: clarification of the genre features of proverbs, enrichment of the repertoire list of proverbs, comparison of proverbs with other folklore forms, selection of proverbs for literary texts, inventing stories and fairy tales according to proverbs. Proverbs are included in various folklore holidays and entertainments. Didactic games according to proverbs are widely used: verbal "Who will name more"; with visual material "Collect a proverb."
Tasks of familiarization with proverbs and sayings:
Middle preschool age:
1. Introduce children to proverbs.
2. Draw attention to the content of proverbs in specific situations.
Senior preschool age:
1. Enrich children's understanding of proverbs, sayings (meaning, content, form).
2. Learn to think about the meaning of proverbs, correlate with situations that arise in life.
3. Learn to highlight the common meaning in the proverbs of different peoples.
4. Raise interest in the language, the desire to make your speech expressive.
5. Activate the independent use of proverbs by children.
Based on the large population of the inhabitants of the Southern Urals, the Program involves the acquaintance of older preschool children with different genres of folklore: fairy tales, proverbs, legends and traditions that are common among the Russian, Bashkir, Tatar people, the Ural Cossacks. Acquaintance with legends allows enriching children's understanding of folklore genres; children are given an accessible definition of a legend as "a poetic legend about some historical event". With the help of legends and traditions, children learn about their ancestors, the origin of geographical names, customs and traditions of peoples.
Of great interest to children are legends about the origin of the names of rivers, mountains, settlements. So, there are Bashkir and Tatar legends about the origin of the names of the Ural River and the Ural Mountains. The legends give interpretations of such names as the Sugomak, Egoza, Taganay mountains, the Sysert, Agidel, Miass rivers, Zyuratkul, Kasli lakes, the cities of Minyar, Chelyabinsk, "Kyshtym".
There are also poetic versions of legends in the works of the Ural poetess N. Kondratkovskaya (“Ural Larch”), which children listen with pleasure. Legends arouse the interest of children, as they are close to a fairy tale, Batyrs, heroes act in them, magical transformations take place. Legends awaken the child's thought, make him learn about the beauty and wealth of his native land. It is better to tell legends and traditions to children, connecting them with specific historical facts, with a story about the origin of the geographical names of the places where they live, with excursions to objects that are described in legends, with looking at photographs and paintings.
Acquaintance with proverbs and sayings of different peoples allows you to show children the commonality of moral ideals of representatives of different peoples. So children are introduced to Russian, Bashkir, Tatar proverbs about the attitude to work, family, friendship. For example, the Russian proverb “Without labor you cannot take out a fish from the pond”, the Bashkir proverb “Without labor there will be no food”, the Tatar proverb “Without labor you will not catch a hare”.
In addition to the folklore of the peoples of the Southern Urals, children can also be introduced to the works of writers whose work is associated with the region and allows them to tell children about the beauty of the Ural region, to acquaint them with its nature, history, customs, and people. For the Ural region, this is the work of P.P. Bazhov, D.N. Mamin-Sibiryak, as well as modern Ural writers - L. Tatyanicheva, B. Ruchyev, A. Dementyev, N. Kondratkovskaya, N. Pikuleva.
Acquaintance of children with the work of P. Bazhov allows you to talk about the beauty of the Ural region, to acquaint you with its past, with the rites and customs of people, their way of life. The tales of P. Bazhov "Sinyushkin Well", "Silver Hoof", "Golden Hair", "About the Great Poloz" teach friendship, honesty, kindness, love for one's work, develop cognitive interests, enrich the literary experience of preschoolers with images of "The Mistress of the Copper Mountain" , "Fire-jumps", "Stone Flower".
Targets for the implementation of the Program at the stage of completion of preschool education
Targets of the educational area "Speech development"
The child has basic information about folklore works of different genres of the peoples of the Southern Urals (Bashkir, Tatar, Russian);
The child is familiar with the work of writers and poets of the Southern Urals;
The child is able to realize the moral meaning and aesthetic value of folklore works;
The child is capable of empathy with the heroes of folklore works;
The child can use the content of folklore works in creative activities;
The child asks questions to adults and peers using emotional-figurative, explanatory-expressive speech; knows how to conduct a dialogue about the culture, art, history, nature of his native land; to talk coherently and figuratively about what they saw, to express their attitude towards it.
Features of the organization of the developing subject-spatial environment
Educational area "Speech development"
An important condition for education on the ideas of folk pedagogy by means of folklore is the creation of a developing subject-spatial environment, which includes two main components:
The speech of the teacher, enriched with folklore vocabulary;
Subject environment (objects of national life, toys, paintings, books), reflecting the content of folklore texts.
The creation of a subject-spatial speech developing environment is aimed at ensuring the naturalness and functional expediency of using folklore works by a teacher in the educational process in various activities. The teacher should appropriately apply folklore works not only in planned, but also in unexpected situations.
In all age groups, visual material is an addition to texts: household items, illustrations, folk toys, various types of books based on folklore materials (toy books, layout books), didactic games, costumes and costume elements for the teacher and children.
In older groups, it is advisable to involve children in the creation of a subject-developing environment, enrich the environment with the results of visual (crafts, drawings) and verbal creativity of children (albums of incantations invented by children, fables, etc.). The presence of a hut-museum in the kindergarten allows not only to help children imagine the objects mentioned in folklore texts, to understand their purpose, but also to show the children the conditions for the existence of folklore. The object-spatial environment may include visual and illustrative material, which allows you to visually acquaint preschoolers with photographs of South Ural poets and writers, with illustrations of nature, working people, works of decorative and applied art. The material of the music libraries may contain records of birds singing, voices of representatives of the animal world of the Southern Urals, folk musical instruments, reflecting the poetics and beauty of the native land.
Features of planning educational activities with participants in educational relations
An exemplary long-term plan for educational activities to familiarize children with folklore works in the middle group
Iquarter
Tasks:
Clarify children's ideas about lullabies, invocations, their content, form.
Introduce boring stories. Arouse interest in fairy tales, the desire to learn new things.
Develop children's creativity.
2 "Luli-lyuli-lyulenki, where are you, where are you, gulenki ..."
1 Enrich and clarify children's knowledge about the features of Russian folk lullabies
2 To develop the creative abilities of children. Learn to invent separate lines in lullabies
1Music lesson "Singing lullabies with children"
1Listening to lullabies performed by a string orchestra
2 Role-playing games with singing lullabies
3Staging a fairy tale about a stupid mouse (S. Marshak)
Boring Tales
1 “The bear came to the ford, flopping into the water ...”
2 “Once upon a time there was Yashka…”
1 Introduce children to the genre of boring fairy tales
2 Learn to highlight the genre features of a fairy tale (lack of completeness, repetition), develop a sense of humor, endurance
1 Conversation about boring fairy tales (answers to the teacher's questions about the fairy tale)
2 Telling a boring tale "Once upon a time there was Yashka ..."
3 Bear drawing
1 Review of illustrations for fairy tales
2 Dramatization of the fairy tale "The bear came ..."
3 Watching a video cassette about fairy tales, fables "Vovka in the distant kingdom ..."
invocations
1 "Autumn, autumn ..."
2 "The Mighty Bear..."
1 Clarify children's knowledge about the features of calls
2 Teach children to say chants expressively
1Performance of calls on a walk
2 When looking at books in a book corner, include chants
INDIVIDUALIZATION OF PROJECT ACTIVITIES WITHIN THE FRAMEWORK OF THE REGIONAL PROGRAM "OUR HOME - SOUTHERN URAL"
N.V. daily
Private educational institution of higher education "Russian - British Institute of Management", Chelyabinsk.
M. N. Bunkova
Municipal budgetary preschool educational institution kindergarten No. 108, Chelyabinsk.
The article considers: a) an individual approach as a necessary condition for preparing a child for educational activities; b) project activities within the framework of the program "Our Home - South Ural", c) modern forms of interaction with the family in planning and implementing the principle of individualization in preschool education.
Key words: individual approach, principle of interaction, principle of individualization, project activity, means of folk culture, patriotic education.
FGOSDO on individualization
The Federal Law “On Education...” fixes that preschool education “...is aimed at the formation of a general culture, the development of physical, intellectual and personal qualities, the formation of the prerequisites for educational activities, the preservation and strengthening of the health of preschool children; on the versatile development of preschool children” [Article 64 of the Federal Law “On Education...”], taking into account their age and individual characteristics. Another document on the standardization of professional and pedagogical activities emphasizes that preschool education is focused on individualization in the process of mastering the content of educational programs by preschool children.
Preschool education, within the framework of five educational areas, makes it possible to ensure the social-personal, cognitive-speech, artistic-aesthetic and physical development of the child, introduce children to universal values, organize interaction with the family and, thus, its full socialization. The achievement of these tasks is also ensured by the implementation of the principle of individualization, as a priority of the Federal State Educational Standard for Preschool Education (FSES DO).
In the context of the implementation of the Federal State Educational Standard, the means and methods are structured in such a way that they allow the child to show independence in the choice of material; for these purposes, projects are developed that model research thinking. Individualization is aimed at overcoming the discrepancy between the level that the educational program sets and the real opportunities and characteristics of a particular child.
The genesis of the phenomenon of "individualization"
In the 90s. of the last century, an individual approach in education has acquired a vector of correctional and developmental and (or) simply correctional
work, enhancing the importance of bringing the condition of a particular child in line with the norm set from outside. This state of affairs, even now, is facilitated by the unreasonable, but clearly manifested egocentrism of adults, which reveals itself in the desire to measure the child “... relative to adult norms, leading to a loss of understanding of the SELF-value of childhood, a mechanistic attitude towards the child as an “adult in miniature", and, even more, - as an "underdeveloped adult", who still does not have, for example, abstract-logical thinking, speech is not sufficiently developed or some movements are imperfect. In this logic, the process of child development is presented as a simple quantitative unfolding in time of initially incorporated properties, which in general causes an attitude to preschool childhood as a period of preparation for life, a period of deficient states, replenished over time, subject to the direct teaching influence of adults on it. Behind such an attitude, understanding and recognition of the value of the qualitative originality of the child as a growing, but present, and not future person is lost.
Individual approach should not be understood as a one-time event. This is a principle, a fundamental foundation, which should permeate and determine the entire set of methods of specially organized influence on a child. At the same time, at different levels of education and socialization, in different educational systems, this principle manifests itself in different ways, taking into account the characteristics of students, didactic tasks, material, technical and personnel conditions.
The principle of individualization provides, first of all, the impact on individual qualities in the direction of their positive development, on the elimination of negative qualities. Timely, positive social intervention of a pedagogical worker allows avoiding an undesirable, painful process of re-education.
Of course, the implementation of the principle of individualization requires a lot of time, manifestations of tolerance, empathy on the part of an adult: he must be equipped with competencies to understand the child's complex behavioral reactions to external influences. Individualization is today a priority of preschool education and should organically fit into the educational process of a modern preschool educational institution. An individual impact on everyone should ensure the involvement of all children in active children's activities focused on mastering the content of education and socialization.
The phenomena of "individualization", "individual approach" for many centuries have been the subject of attention of both scientists and practitioners of Russian and foreign education and pedagogy. Already in the works of the great teacher Ya.A. Comenius, provisions are clearly outlined that orient practice to the fact that the entire educational and socialization processes (training and upbringing) should be built, taking into account the age and individual characteristics of children. The way to identify and record them is "standardized observation" (Article 97 of the Federal Law "On Education..."), which underlies the monitoring.
A fairly wide range of methods of individual influence was developed and proposed by the no less great Russian teacher K.D. Ushinsky. At the same time, he paid special attention to the prevention of bad habits and the formation of good habits (modes of behavior). However, the historical limitation of his developments lies in the fact that he did not offer standard technological solutions, any specific recipes, giving the choice of options for the impact of the professional competence of the teacher, emphasizing the need and possibility of pedagogical creativity. He never answered the question: pedagogy? The science? Or art?
Already in the Soviet period of the formation of domestic pedagogy, N. K. Krupskaya also discussed in her writings the principle of individualization in education, socialization and
development of children. At the same time, she emphasized the need to develop, first of all, such abilities that will ensure the preparation of children for life, for practical activities, and which are necessary for effective professional activity. “... There are a number of abilities,” she wrote, “that are needed for a huge number of professions: for example, visual memory, an eye, the development of a sense of touch, the ability to coordinate one’s movements ...” .
We also consider it fair that these abilities should begin to be formed not at school, but mainly at preschool age.
The phenomenon of "individual approach" did not bypass A.C. Makarenko. However, he did not set the task of recommending any special methods, but argued that the same method (technique) can be diversified based on certain conditions in which the impact is realized, and the severity of the individual manifestations of the pupil within a specific time period. Only the competence of the teacher allows him to choose, from the arsenal of competencies at his disposal, adequate forms, methods, techniques and means of influence within a specific, momentary situation, while the entire set of social intervention tools will become effective if they are in harmonious unity and adequate the object of influence.
Trust in the theoretical developments of A.C. Makarenko is based on the fact that all of them are supported by practice, that all of them are actually implemented in his practical activities and in the fates of many of his pupils.
A.C. individualization process Makarenko associated not only with the innate characteristics of a person, temperament, character traits, etc., he also believed that taking into account the manifestations of character and temperament is complex and should be very subtle in its educational instrumentation: “The goals of individual education are to determine and develop personal abilities and orientations in the field of not only knowledge, but also character ... ".
Carrying out an individual approach to children, the teacher must remember that his task is not only to develop those positive qualities that the child already has, but also to form others, not yet too pronounced, but socially approved personality traits.
Today, no one doubts the position that the basis of individualization should be based on a close study and fixation of the characteristics of each child. So, in the work “Man as an Object of Education”, K. D. Ushinsky formulated the unconditional truth: “If pedagogy wants to educate a person in all respects, then it must first recognize him in all respects too.”
Individualization provides favorable conditions for the formation of cognitive forces, activity, inclinations and talents of each student (pupil). The so-called difficult pupils especially need it, like no one else: these are, as a rule, children who do not have a sufficient and necessary arsenal of methods of activity, as well as children with disabilities. Children who receive tasks from a teacher unobtrusively learn to be organized, which leads to the absence of complexes, to overcoming excessive shyness. An expediently constructed socialization and educational program ensures the formation of autonomy and independence, positive habits and ways of behaving in the organization of one's activities, study, and work. "In parallel with receiving preschool education and upbringing, children learn to work in a team".
Some researchers (A.V. Petrovsky) define individualization as the discovery and assertion of one's "I", as the identification of one's inclinations and capabilities, character traits, that is, the formation and understanding of individuality. We are boo-
Let's use the definition formulated by S. M. Yusfin and N. N. Mikhailova: “Individualization is the process of generation and reflection by a person of his own experience, in which he recognizes himself as a subject, freely defining and realizing his own goals, voluntarily assuming responsibility for results as a consequence of their purposeful activities.
Actualization of the phenomenon of "individualization"
Thus, individualization is the self-realization and development of a person as a subject of his own life activity, a process that contains all the conditions for the development of will and responsibility. Self-realization is not indulging one's own whims, it is the ability to analyze, reflect on one's many desires, interests, correlate them with one's “I can - I can't”, “I can - I can't”, the ability to choose a direction of action, to act contrary to other opinions.
In general, individualization is associated not so much with assimilation as with cognition, research, trial, verification and choice, which creates a special psychological situation between the chooser (the child) and the one who seeks to influence his choice. It is important for a child to have a real opportunity for free choice, to feel self-confidence. Anyone who tries to prevent this, proving the opposite, voluntarily or involuntarily closes the path to the development of the child. The one who purposefully retains this opportunity, helping to make a choice, make a decision, prove himself in action, even if it is erroneous, supports his development.
Individuality cannot be taught, and it is impossible to educate it - it is born and develops along with the ability of a person to teach and educate himself. But in order for this ability to develop, it is necessary to create such conditions for the child under which he would face not only the desires and requirements of another person (parent, teacher, peers), but also his own, to overcome the attractiveness of which is much more difficult.
We are faced with the fact that the content of the very content of the term "individualization" is ambiguous and, despite its frequent use, is rather vague. As a rule, when studying the process of individualization of personality development, the discussion of the phenomenon of individuality comes to the fore. Quite often, this concept is used as a synonym for the concept of "individual approach".
Relationship between design and customization
The essence of the education of preschool children determines the need for new pedagogical technologies, among which the project method is one of the leading ones. It seems to us that the method of projects can become one of the tools that provide individualization.
By a project (translated from Latin - thrown forward) we understand a segment of the life of a social group or individual, within which children (child) together with adults (teachers and (or) parents) realize some interesting, and search, and developmental -cognitive activity, and not just act as only followers, acting as directed in a series of activities and games related to the same topic.
The fundamentally peculiar features of the project are the time interval of its implementation (prolongation) and the didactic prospects that open up in this case. The “project” phenomenon, in contrast to the “occupation” phenomenon in traditional practice, can last, under the following conditions: “... children remain interested in the chosen topic; adults manage to keep the interest of children and replenish the developmental environment with materials that help develop the topic, support it with new ideas and resources.
If we consider the project as an information and educational space, then it is presented to society as a unified, potential opportunity, and, when it is implemented by a specific group or individual, this information and educational space is individualized, since it is personally colored.
We adhere to the point of view that education is a kind of content that provides the filling of a particular individual with the content of education and can be defined as an individually structured information and educational space.
Such an understanding of education sets the technology of education (education), taking into account:
Individuality of the content of training (forms, methods, techniques and means);
Independence and selectivity of access to information sources, convertibility (interpretability) of information into personal meanings, mastery of information storage methods;
Possibilities of self-organization and self-regulation of learning, during which information acquires the status of subjective (personal) knowledge;
Qualitativeness (diagnosable^) of education and socialization (“academic and extracurricular achievements”) most clearly manifested in the form of social and educational competencies.
These grounds make it necessary to introduce new technologies, among which the discussed method of projects becomes the leading one.
We have already indicated that a project can last as long as (a) children remain interested in it, and (b) adults support it with new ideas and resources.
Such an organization of project activities gives each child the opportunity to implement their ideas and get satisfaction from actions during the entire time of work on the project. Even if the child is absent for some reason (for example, sick), does not have time to complete what was planned in one day (in situations where the activity captivates and encourages to make new additions, or when the child was distracted from the planned business by mandatory classes with a specialist) , he has the opportunity to continue working on the project in the following days.
The project method increases its effectiveness if it is built on the basis of social partnership. And in this direction, teachers improve their competence: the inclusion of parents in project activities becomes one of the most important indicators of the professional competence of a teacher.
Partnership should be built on the basis of projects. The teacher must master the design competencies and teach this to parents. This is a high level of complexity of pedagogical activity and competence. At the same time, design technology is a unique means of ensuring co-creation of children and adults, a way to implement a student-centered approach to education. The teacher must master the following competencies:
Willingness to apply modern methods and technologies;
Engage in interaction with parents, colleagues, social partners interested in the quality of education;
The ability to organize the cooperation of pupils.
Project activity has become a part of the socialization and educational process: teachers not only design their activities, but also develop projects with parents, other adults, and social partners. Children's museum project activities are especially widely represented.
About the effective project "Our home is the South Urals"
The program "Our Home - South Ural" reveals the content, logic, scope of work with children of preschool age, aimed at ensuring the upbringing and development of
ideas of folk pedagogy. The information part of the program material reflects cognitive information about the history, life, life of the peoples of the Southern Urals, their relationships in everyday life, family, work, attitudes towards nature, the specifics of game and speech folklore, and the features of fine arts.
Methodological support of the educational process in the context of the implementation of the program "Our Home is the South Urals" is the interaction of the accompanied and the accompanying person, aimed at solving urgent problems through the implementation of the project: the mini-museum "Our Home is the South Urals".
Project "Our Home - South Ural": content and structure
As part of the project, the teacher solves the following problems together with the parents.
Problem questions:
How to educate children in respect for the cultural and historical past of the Urals, for traditions?
How to help children master the practical skills of artistic, productive and play activities by means of national culture?
How to convey to children knowledge about the past and present of our region, why is the South Urals called the "land of blue lakes"?
What is the South Ural today?
Creation of pedagogical conditions for the formation in preschoolers of a feeling of love for their native land, their small homeland. Introduction to native nature, culture, traditions.
Creation of a subject-developing environment in a group;
Formation of a sense of attachment to one's family, home, kindergarten, city; respect for nature;
To instill interest and love for the rich nature of the Urals, its culture and traditions;
Continue to acquaint children with the Great storyteller P.P. Bazhov;
To cultivate respect for working people;
To acquaint with the history of the city of Chelyabinsk;
To consolidate children's knowledge about the sights of their native city;
Combining the efforts of the family on the formation of moral and patriotic feelings in children;
Education of patriotism, respect for the cultural heritage of one's region by means of aesthetic education: music, art, artistic word;
Organize and consolidate information about the symbols of the cities of the Southern Urals.
Project type:
Cognitive, creative, open, group.
Project duration:
long-term (2 years).
Project stages:
1. Stage of implementation of a long-term project in the preparatory group.
Implementation of the project in the preparatory group through the regional component:
Design of the photo album "Chelyabinsk-before and now";
Design of the album "The Future of Our City";
Design of the album "Military equipment";
Making a photo album "Our home is the South Urals";
Exhibition of drawings "My hometown", "My family", "The house where I live";
Creation of the folder "Our countrymen-veterans of the Great Patriotic War;
Excursion to the library. The story of the librarian about the formation of our city;
Excursion to the museum of Chelyabinsk;
Excursion to the Chelyabinsk State Museum of Local Lore.
2. Stage - organization of work on the project.
Planning of joint activities;
Collection and systematization of information;
Distribution of material by type of activity.
3. Stage - practical activities to solve the problem. Search activity of children and adults:
Acquaintance with the tales of the Ural writer P.P. Bazhov;
Joint production of the model "Cave of the mistress of the copper mountain";
Collecting the collection "Stones of the Urals";
Making a model "dwelling of the peoples of the Southern Urals";
Tailoring of costumes for dolls (Bashkirs, Russians).
4. Stage - presentation of the project "Our home - the South Urals".
Presentations:
Integrated lesson. Cognitive development and drawing. Theme: "I was born here";
Presentation of the mini-museum "Our Home-South Ural"; -Final photo album "80 years of the Chelyabinsk region".
And at the fifth stage, it is planned to hold an open event "Visiting the mistress of the copper mountain" for children of the preparatory group with mental retardation. Purpose: to introduce children to the origins of the culture of their native land. Tasks:
To consolidate in children the knowledge of the tales of P.P. Bazhov;
To instill love and interest in the rich nature of the Urals, pride in their small homeland; -To develop children's ability to answer questions, apply the knowledge gained during
reading fiction;
To form the creative abilities of children;
Develop visual-motor and fine motor skills of the hands. Organization of the development environment:
Model of the cave "Mistress of the copper mountain"; -Exhibition of books by P.P. Bazhov and his portrait; -Exhibition of illustrations for the tales of P.P. Bazhov;
Mini-museum "Our home is the Southern Urals"; -Exhibition of stones and gem products; Preliminary work:
Reading the tales of P.P. Bazhov, telling passages by children;
Acquaintance with the biography of P.P. Bazhov;
Watching cartoons: "Silver Hoof", "Rapid Fire", "Stone Flower";
Acquaintance with the nature of the Urals through the mini-museum "Our Home South Urals" organized in a group;
Examination of illustrations, collections of Ural stones and products from them; -Working with parents: a trip to the local history museum of Chelyabinsk;
Preparation by children of silhouettes from cardboard and plasticine (the mistress of a copper mountain, a stone flower, a malachite box) to decorate them with beads.
Material for productive activity:
Beads (large, small different colors), beads, rhinestones;
Plastic boards, silhouettes of products smeared with plasticine, napkins.
1. Nature of the Urals
Acquaintance of children with the flora and fauna of the region;
Encourage environmentally sound behavior.
2. Material culture.
Acquaintance with the native city, its streets, buildings, cultural life;
Vehicles;
The labor of the miners.
3. Spiritual culture.
Folk customs, rituals, holidays;
Folk art (fairy tales, children's games, music, riddles, proverbs);
Art (songs, dances, literature, objects of arts and crafts).
Forms of work: classes, integrated classes; excursions; targeted walks; visual activity; games; reading fiction; viewing pictures; listening to music; manual labor; solving riddles; learning poetry; observations.
We placed the mini-museum in the music hall, an accessible place for children. This means that during the day, children have the opportunity to get acquainted with the exhibits of the museum, ask questions to educators, develop their cognitive interests, needs and abilities. The material in the mini-museum is used in the classroom and in everyday life. The museum houses photo albums, folders, an exhibition of wood products, a model of the mistress of the copper mountain, symbols of the region - the emblem and flag, the flag of Russia, a map of the region (table 1).
Gradual immersion in project activities allows you to form the personal qualities of the child; the ability to work in a team, the ability to discuss the results of activities, to help each other. Children receive new knowledge in different spheres of the surrounding reality. Co-creation awakens interest in various types of activities and forms the main need - the need for self-development (table 2).
Table 1
Long-term planning of work on patriotic education in the ZPR group
through the following activities
September - Conversation about the city of Chelyabinsk-viewing the album "My native city" Thematic exhibition of children's drawings "Native land" Reading the fairy tale A.S. Pushkin "The Tale of the Dead Princess and the Seven Bogatyrs".
October - The story of the Russian heroes Alyosha Popovich, Dobrynya Nikitich, Ilya Muromets. -Conversation on the painting by V. Vasnetsov “heroes” Making a heroic helmet in manual labor classes, (origami) Conversation on fairy tales “Which fairy tales mention heroes.
November - Excursions to the Regional Museum of Chelyabinsk Drawing on the theme “I was born here” Examining the photo album “I live in the Urals” Making a Russian hut and a Bashkir yurt with children.
December - Excursions to the museum Modeling of military equipment. Review of the album "They defended the Motherland"
January -Designing the newspaper "My dad is the defender of the Fatherland" with the children -Learning poems about the Russian army. Painting templates for military equipment (tanks, planes, ships) Designing military equipment from the LEGO construction set
February - Participation in thematic entertainment dedicated to the Defender of the Fatherland Day. -A conversation about the defenders of the Fatherland with viewing albums and slides. A comprehensive lesson dedicated to the Defender of the Fatherland Day (familiarization with the environment and construction (origami)) Concert dedicated to the Defender of the Fatherland Day. Design of the exhibition of drawings "Our Native Army" Construction of a snow fortress on the site. Making gifts for men. Board game "Tankers"
March - Learning proverbs, sayings about valor and love for the Motherland Listening to military marches. Role-playing game "Sailors" Reading the story "Honestly"
April - Participation in thematic entertainment dedicated to the Victory Day in the city children's library. Learning poems and songs on military topics. Making souvenirs for veterans of the Great Patriotic War.
May - Conversation about veterans of the Great Patriotic War - Review of albums "They fought for the Motherland" "The Great Patriotic War" Drawing on the theme "Festive Salute over the city" Concert for veterans of the Great Patriotic War. Thematic exhibition "They fought for the Motherland" Production of invitation cards for war veterans
table 2
Long-term planning of work to expand children's understanding of the traditions and rituals of the peoples of the South Urals related to housing
Acquaintance with the environment Creative activities Work outside of classes
September Lesson in the Russian hut “Evenings” Drawing on the theme “Three girls under the window” Reading the fairy tale A.S. Pushkin "The Tale of Tsar Saltan about his son Guidon and the beautiful swan princess"
October Conversation “Furniture and utensils in an old Russian hut” Making utensils and utensils for a Russian hut with children / in manual labor classes / Entertainment “Kapustnik”
November Conversation "What can't a house be without?" Manual labor occupation: making antique furniture for the upper room Examining the album “Housing of the peoples of the Southern Urals”
December Excursion to the Chelyabinsk Regional Museum of Local Lore (making a kuvotka amulet) Making a “domozhil” - the spirit of the house at a manual labor lesson New Year's holiday, decorating the group. Gatherings in a Russian hut, reading poems, riddles, singing Russian folk songs
January Conversation “Ancient dwellings of the peoples of the Southern Urals” (hut, yurt) Complex lesson: making a bench from matchboxes for a Russian hut Entertainment “Christmas fun” (carols of mother winter)
February “A house without gatherings is like a church without people” (tell the children about the Shrovetide holiday), learning proverbs, sayings Entertainment “In the Upper Room”. Russian folk round dance games "At grandfather Tryphon", "Grandfather Sysoy" Quiz for children "Your new words" (related to housing)
March Visit to the children's library, participation in the thematic conversation "Local History" Drawing "Decorate the towel" (in folk style) Entertainment "Hello, Maslenitsa"
April Conversation “Feast of Easter and Spring” (learning poems, songs) Drawing “Decorate an Easter egg” Theatrical performance “Easter”
May Thematic lesson “Traditions of my family” (with the involvement of Tatar families) Modeling “Yurta” Learning the Tatar folk round dance game “Temerbay”, the Bashkir folk round dance game “Yurta”, folklore festival “Night festivities”
Preliminary conclusions
Thus, our study shows that within the framework of a comprehensive project, such as "Above the House - the Southern Urals", mini-projects may appear and be created, on the basis of which individual educational programs can be formed. The use of the project method makes it possible to individualize both the content of education (socialization), the content of education (education), and material and technical equipment, taking into account the capabilities of the preschool educational institution and the child's family.
The effectiveness of the socialization and educational impact increases when the content of the individual program includes regional, local history content.
Bibliography
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INDIVIDUALIZATION PROJECT ACTIVITIES UNDER THE REGIONAL PROGRAM "SOUTH URAL IS OUR HOME"
Private educational institution of higher education "Russian - British Institute of Management", Chelyabinsk, [email protected]
Municipal budget preschool educational institution Kindergarten number 108, Chelyabinsk, [email protected]
The article deals with: a) an individual approach as a necessary condition for the preparation of the childfor learning activities; b) project activities under the program "Our Home - South Ural", c) modern forms of interaction with family planning and implementation of the principle of individualization in preschool education.
Keywords: individual approach, the interaction principle, the principle of individuation, the project activity, a means of popular culture, patriotic education.
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8. Shulaev, I. K. and Veryaev, A. A. (1997) From obrazovatelnyih sred to obrazovatelnomu prostranstvu: ponyatie, formirovanie, svoystva [=From educational environments to the educational space: the concept, formation, properties], available at: http://www .informatika.ru, accessed 05/23/2016. (In Russ.).
9. Yurkevich, V. S. (1986) Ob individualnompodhode v vospitanii volevyihprivyichek [=On an individual approach in education volitional habits], Moscow, Znanie, 80 p. (In Russ.).
10. Molchanov, S. G. (2014) How ispolnit IV razdel novogo FGOS DO [=How to perform a new section IV of the GEF PE], in: Detskiy sad otAdoYa [=Kindergarten from A to Z], no. 5, pp. 4-22. (In Russ.).
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Sutkovaya Nadezhda Valerievna - private educational institution of higher education "Russian-British Institute of Management".
Bunkova Margarita Nikolaevna - municipal budgetary preschool educational institution kindergarten No. 108, Chelyabinsk.
